Childminder in Redcar and Cleveland

Inspection date

Previous inspection date 13/11/2014 29/09/2008

p.1

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

p.1

This provision is good

 The childminder completes regular and precise assessments of children's learning. Parents contribute to this to provide an all-round picture of children's development.  Children make good progress in their learning and development. This is because the childminder is skilled in recognising patterns of repeated behaviour which children use to explore and express their ideas during play.  The childminder places high priority on ensuring all aspects of her home are safe and all doors and stair gates are closed. As a result, children are effectively safeguarded at all times.  Children behave well. This is because the childminder is a good role model and makes expectations clear about behaviour within the home.

p.1

It is not yet outstanding because

 Opportunities for children to engage in open-ended activity indoors with natural objects and materials are not always maximised. This is because most toys and equipment are commercially produced and cannot be used, moved and combined in a variety of ways.  Children are not always able to independently access and look at photographs of themselves, their families and other special people, in order to strengthen good relationships with the childminder even further and enhance their emotional security.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

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

p.2

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.

p.2

Inspection activities

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

p.2

Inspection activities

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

p.2

Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is also her assistant and two sons in a house in Guisborough, Cleveland. The whole of the ground floor, bathroom on the first floor and front and rear gardens are used for childminding. The family has a dog and goldfish as a pet. 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. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

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

 strengthen good relationships with children even further by ensuring they are able to independently access photographs of themselves, their families and other special people to enhance their emotional security

p.3

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

 provide further opportunities indoors for children to engage in activities that do not require an end result by providing natural and stimulating resources, which are accessible and open ended so that they can be used, moved and combined in a variety of ways.

p.3

who attend

The childminder recognises the importance of play in children's development. She provides a good range of activities and experiences that enable children to initiate their own play as well as ensuring they take part in playful directed tasks throughout each day. The childminder supports children in ways that are right for each child. She carries out regular observations of children and has a good understanding of their current stage of development. This information is well used to plan stimulating and challenging experiences that extend children's learning and enable them to make good progress in all areas. Assessments of learning are completed taking account the views of parents. This ensures a rounded picture of children's learning and development is obtained and ensures children's individual and specific needs are identified and addressed. Parents are clearly delighted with the service provided by the childminder. They make written comments,

p.3

who attend

such as 'We are over the moon with progress our child is making'. The childminder actively seeks information about what children have been learning at home. This enables her to effectively thread this through into her planning and provide continuity in children's learning and development.

p.3

who attend

The quality of the childminder's teaching is consistently good. She has good knowledge of how young children learn and is skilled in recognising patterns of repeated behaviour which children use to explore and express their ideas during play. For example, the childminder provides appropriate resources and activities when children show an interest in posting objects through holes and putting things inside bags. This enables children to integrate their existing knowledge and understanding into new situations, making links and noticing patterns in their experiences. The childminder is committed to furthering her understanding of how children learn and develop. She has recently attending training to enhance her knowledge of supporting the language of children who are two-years-old. As a result, the childminder skilfully uses a range of strategies, such as expanding on what young children say, to support and extend their communication and language skills. The

p.4

who attend

childminder provides some resources, such as bamboo canes in the outdoor garden, which are open ended and enable children to use, move and combine them in a variety of ways. Children enjoy exploring this resource and use it creatively to follow their own interests. However, there are fewer opportunities indoors for this type of play for children to access on a daily basis. Very good opportunities are provided for children to develop their small physical skills. The childminder recognises when children begin to use their index finger and thumb to form a pincer grip. She ensures resources, such as large buttons for threading and coloured pencils for mark making are readily available for children to explore and refine their skills. As a result, children develop the skills required for early writing which fully supports their future literacy development, essential for when they start school.

p.4

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

The childminder provides a warm, welcoming home for children. She is very sensitive to their individual needs. For example, she provides cuddles when they appear tired and talks gently to them when they have their nappy changed. Children quickly settle, enjoy exploring the toys and equipment on offer and show they are developing secure attachments with the childminder and other members of her family. Parents welcome this support and make written comments, such as 'It is lovely to see the bond our child has with the childminder, other children and family members too.' The childminder manages settling-in procedures well. Parents and children are encouraged to make visits prior to their child starting. This eases the process when children move from home into her care and enables her to gain a wealth of good quality information which she effectively uses to inform observations on entry. The childminder provides effective guidance for children

p.4

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

about what is acceptable behaviour. She provides clear rules and expectations for them to follow while in her home. She ensures toys are put away before children move to new activities. As a result, children behave well in the childminder's home. Children learn about safety within the home environment as the childminder provides regular prompts about keeping the living room safe. For example, they are reminded to pick toys up off the floor to avoid standing on toys and hurting their feet. Developmentally-appropriate toys and resources are readily available and easily accessible in the living room and dining room areas of the childminder's home. Children make independent choices throughout the day from toys and resources on the floor area, as well as from an extended selection in large well-labelled storage boxes in the dining room. Independence skills are extended when children wash their own hands after having their

p.4

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

nappy changed. However, they are not always able to independently access and look at photographs of themselves and their families, in order to strengthen the good relationship they have with the childminder even further and enhance their emotional security. The outdoor garden is equally well resourced and provides opportunities for children to enhance their learning and development and experience the weather first hand. The childminder has extended the space in the rear garden to extend opportunities for children to be physically active and energetic. The childminder provides children with fresh, healthy and nutritious snacks and ensures drinking water is available at all times. Children are introduced to new tastes and textures and the childminder works alongside parents to ensure dietary needs are well met. Children develop a good understanding of the need for physical exercise when they make regular visits to the park and use other facilities in the

p.5

provision

Children are effectively safeguarded as the childminder has a good understanding of the signs and symptoms of abuse and the procedures to follow should she have any concerns. She has a list of contacts within her local area, should she be concerned about a child and require additional guidance and support. The childminder has attended safeguarding training and is aware of the need to keep her knowledge up to date. She has a paediatric first-aid qualification and keeps effective records of any accidents and medication administered to children. Children's safety is further protected as the childminder has clear policies and procedures in place to ensure her home environment is free from hazards, for example, doors and stair gates are locked at all times, when children are present. The childminder continually reflects on her safeguarding practice, alongside other areas for development that are identified through consultation with children and their parents. She

p.5

provision

actively seeks and acts upon information received to improve the service she provides, demonstrating a commitment to constantly improving her provision. For example, since the last inspection she has improved how information from observation and assessments is used, to support children's learning more effectively.

p.5

provision

The childminder works alongside her husband, as her assistant. This support is used only on rare occasions, such as to assist her with travelling in poor weather conditions. However, she is fully aware of her responsibility in supervising and monitoring the care he provides in addition to her role as the main provider. 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, both indoors and outdoors and accurately monitors the progress they make over time. This means that accurate information about children's achievements is obtained and clearly shows where intervention is required, supporting their individual needs well.

p.5

provision

The childminder demonstrates a strong commitment to working in partnership with parents and other providers. She makes time to listen to parents on a daily basis. Their knowledge of their child's interests and experiences is valued and used in her everyday provision. This supports and addresses children's unique individual needs and circumstances. The childminder works equally well and values information shared by staff at local schools. Well-established relationships are in place with school teachers and make a strong contribution to complementing and continuing children's all-round development.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY221370 Local authority Redcar & Cleveland Inspection number 869800 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 2

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

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

p.10