Childminder in Middlesbrough

Inspection date

Previous inspection date 13/11/2014 16/06/2009

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder makes good use of her outdoor area to enable children to use their senses to explore the world around them and extend their knowledge of how things grow.  The childminder makes toys, resources and equipment easily accessible at child height, to enable children to make independent choices.  Children are effectively safeguarded. This is because the childminder places high priority on ensuring all aspects of her home and garden are safe, and free from risks and hazards.  The childminder demonstrates a strong drive to improve her service. She takes account of the views of parents and children in order to improve practice and children's achievements over time.

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It is not yet outstanding because

 Children are not always well supported to develop their counting skills, particularly in spontaneous situations, for example, as they explore the natural world.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector viewed all parts of the childminder's home that are used for childminding.

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Inspection activities

 The inspector observed play and learning activities, and spoke to the childminder and children at appropriate times during the inspection.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector viewed a sample of documentation including children's details, learning journals and a sample of policies and procedures.

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Inspection activities

 The inspector took account of written comments provided by parents for the purpose of the inspection.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and all adults living on the premises.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in a house in Marton, Middlesbrough. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. The childminder supports children who speak English as an additional language. The provision operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a relevant level 3 childcare qualification. She is a member of the Professional Association for

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To further improve the quality of the early years provision the provider should:

 build on children's counting skills further as part of their mathematical development by, for example, making use of spontaneous opportunities to count object in the natural environment as they play and learn outdoors.

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who attend

The childminder has good knowledge of how young children learn and develop. She provides a wide range of activities and experiences based on children's current age and stage of development. This ensures children are challenged and supported in their learning and make good progress as a result. The childminder completes regular and precise assessments of children's learning. She uses this information effectively to plan suitably challenging activities. She documents this well in individual files and tracks the information over time to show progress. Parents engage in two-way dialogue with the childminder on a daily basis to keep them fully informed of their child's progress. They are actively encouraged to share information about their child's learning at home with the childminder, who effectively threads this through into her planning. This shared knowledge is used to draw up a clear picture of a child's development, effectively meeting their

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who attend

individual needs very well. For example, the childminder encourages children to bring the board games they have been playing at home to her house so they can play together and extend their mathematical skills.

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who attend

The childminder supports children very well as they play. She sits alongside them on the floor, or at the dining table and encourages them to play and explore. As a result, children show curiosity about objects and equipment and maintain their focus on their activities for long periods of time. The quality of the childminder's teaching is consistently good. She has good knowledge of strategies to support children's language skills and uses this well in all activities. For example, she introduces new words when children explore and play with leaves, and shows an interest in the words they use to communicate with her. This ensures they develop as confident communicators and are well prepared with the skills they need for school, when the time comes. Children who speak English as an additional language are well supported to make progress. The childminder displays posters of key words and attempts to learn simple words and phrases herself to encourage and support

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who attend

children to use their home language. The childminder provides generally good opportunities for children to develop their mathematical skills. She encourages children to develop an interest in shape as they play with magnetic boards and different coloured shapes. They make different arrangements as they play and make comments, such as 'This is a rainbow'. The childminder makes very good use of the outdoor environment to draw children's attention to the shape of fallen leaves. They enjoy looking at them before picking them up and bringing them inside the house to explore further. The childminder extends children's learning well by encouraging children to make leaf rubbings and create collage pictures. However, the childminder does not make use of spontaneous opportunities to build further on children's counting skills, particularly when they are playing and learning out of doors and are exploring the natural environment.

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The contribution of the early years provision to the well-being of children

The childminder provides a warm, welcoming and stimulating home environment. A strong emphasis is placed on meeting children's physical and emotional needs. Children benefit from relationships that are close and supportive, and the childminder is highly skilled in recognising and effectively addressing their feelings and emotions. For example, she recognises when they are feeling tired and provides space for them to rest or sleep. The childminder tunes in sensitively and responds to young children's needs, providing loving and consistent care. She gives them her full attention and makes sure children can explore, reassured that she is close by. This supports children to build secure attachments and a sense of belonging and safety. As a result, children thoroughly enjoy the time they spend with the childminder and are motivated and confident to explore the environment. Independence skills are promoted during the day. For example, the childminder

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The contribution of the early years provision to the well-being of children

encourages children to put their own shoes and coat on and to wash their hands before eating or after using the toilet.

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The contribution of the early years provision to the well-being of children

The childminder fully understands the importance of gathering good quality information from parents when children move from their own home environment into her care. She has settling-in arrangements in place which ensure key information, such as child's home language, family set up, favourite toys and current developmental stages are fully considered. Children are well supported when they start school. The childminder takes children with her when she collects her own and other children from local schools. This helps children to become familiar with their new school environment and surroundings when the time comes.

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The contribution of the early years provision to the well-being of children

Children behave well in the childminder's home. This is because clear procedures are in place outlining how the childminder responds to changes in children's behaviour. She uses clear and concise language when giving instructions. For example, rules are displayed in the hallway of her home and she reinforces them through everyday activities. The childminder is a good role model for children. She believes in leading by example and demonstrates good manners. The childminder talks gently to young children, sitting alongside them as they play and reassuring them so they feel safe. She reinforces messages of safety throughout the day, such as informing children why they need to put equipment away before getting something else out. This helps children to develop an awareness of their own safety and means the environment is safe for them to explore and learn in. Children gain additional knowledge of safe practices and enjoy being in the fresh

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The contribution of the early years provision to the well-being of children

air as they make good use of the garden. Children develop their physical skills as they play exuberantly on the grass. The childminder helps children to further develop their healthy lifestyles as she talks to them about healthy food choices. For example, they discuss how eating strawberries and grapes, and drinking water, help them to stay fit and healthy.

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provision

The childminder gives high priority to safeguarding children. She has a good understanding of her role and responsibilities in protecting children from possible harm or neglect. Her practice is underpinned by a clear, written policy and procedures to follow if she ever had a concern about a child's welfare. She maintains a record of any accidents children may have when they are in her care so she can ensure that parents are kept informed. The childminder is aware of the importance of keeping up to date with safeguarding issues and has attended relevant training to update her knowledge. She organises her provision well. All required documentation to support the effective management of her provision is in place. For example, a daily record is kept of the names of children being cared for and the hours they attend. The childminder's home is safe and secure with all doors locked throughout the day. In addition, the childminder's garden is

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provision

fully enclosed so children can play in a safe and secure environment at all times.

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provision

The childminder regularly reflects on the service she provides and demonstrates a strong drive to improve. She is aware of the strengths of her practice and talks confidently about what is working well and how she would like to improve her practice. For example, the childminder is currently developing her practice to ensure that many of her resources are natural, open-ended and recyclable. She plans to do this to extend opportunities for children to engage in open-ended play. The childminder gathers the views of parents through written questionnaires and ongoing discussions, and uses children's interests, thoughts and ideas to inform her practice. The childminder fully understands her role in delivering the learning and development requirements. She maintains a good overview of the educational programmes she provides for children. Good use is made of both the indoor and outdoor areas of her home. The childminder accurately monitors the progress

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provision

children make over time. This enables her to obtain accurate information about children's achievements and clearly identifies if children need additional support to catch up.

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provision

Partnerships with parents are well established and make a strong contribution to meeting children's individual needs. The childminder has a selection of questionnaires from parents which demonstrate how satisfied they are. Parents make written comments, such as 'We are very happy and appreciate the care that you give our child' and 'My child loves you and your family'. The childminder has good links with the local children's centre and attends toddler groups. She knows how to access additional information from health professionals. This ensures interventions are secured, when required, and children receive the support they need. She describes how she regularly meets with other childminders in her local area to enhance her knowledge and skills and further develop her service.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY309191 Local authority Middlesbrough Inspection number 856653 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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