Childminder in Sunderland

Inspection date

Previous inspection date 18/11/2014 05/02/2009

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 plans and provides a good range of stimulating play experiences and activities that engage and interest children. As a result, children are supported to make good progress in their learning.  The childminder develops close trusting relationships with children, which successfully develops their self-confidence and ability to communicate. She responds in a positive way to the choices they make during their play to extend their learning.  The childminder creates a welcoming, safe and secure environment. Arrangements for safeguarding children are strong and well embedded, to help protect children from abuse or neglect.  The childminder has created positive relationships with parents. Consequently, parents feel very included in their child's learning and development and are very complimentary about the care the childminder provides.

p.1

It is not yet outstanding because

 The childminder does not always embrace opportunities for younger children to explore and experiment using open-ended resources, to further stimulate their imagination and learning.  Partnerships with other settings children attend are not always consistent in order to fully share information about and promote a complementary approach to children's learning and development.

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 made observations of the children while they were engaged in activities in lounge and discussed these with the childminder.

p.2

Inspection activities

 The inspector looked at children's records, observation and assessment files, planning documentation and a selection of policies.  The inspector spoke to the childminder and children throughout the inspection.

p.2

Inspection activities

 The inspector took account of parents' views, through written documentation and the information from the settings self-evaluation.

p.2

Inspection activities

 The inspector checked evidence of the childminder's qualification and the suitability of all adults living in the home.

p.2

Information about the setting

The childminder was registered in 1997 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three adult children in Springwell, Gateshead. The whole of the ground 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 five children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

p.3

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

 enhance the opportunities of younger children to be creative and use their imagination, for example, by providing a variety of open-ended play resources that are non-prescriptive and can be used in an imaginative way

p.3

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

 build on the already good partnerships with other settings children attend by consistently sharing information about individual children's learning and development, to further complement and consolidate their learning.

p.3

who attend

The childminder has a good understanding of the Early Years Foundation Stage learning and development requirements and the quality of her teaching is good. She obtains information from parents about their children's needs and interests, and effectively uses what she sees and hears to assess children's starting points and then plan for the next steps in their learning. The childminder completes ongoing observations of children, which allows her to provide activities and experiences that enhance learning and support them to make good progress. She shares her observations of children with parents and discusses ways of supporting and extending children's learning at home. This helps to ensure any areas of concern are promptly addressed, so that every child is assisted to meet their full potential. Children's individual learning journey records are attractively presented with photographs and written observations and are regularly shared with parents to ensure

p.3

who attend

that they are fully involved in their child's ongoing learning and development.

p.3

who attend

The childminder promotes children's communication and language, physical skills and their personal and social development through well-thought-out, activities which are built around children's current interests. Children develop good speaking and listening skills during activities, for example, children independently choose a favourite book and the childminder sits with them to read together. She allows children time to turn the pages and lift the flaps to reveal the different pictures underneath. The childminder skilfully retains children's attention by pointing to and talking about the pictures, before continuing to read. As a result, children learn good listening and attention skills, and their enjoyment of books and stories is promoted. The childminder uses commentary during their play to introduce new words to describe what they are doing and to help children link actions and words. They chatter with her as they effectively develop their language structures and

p.3

who attend

build their vocabulary. Consequently, children develop their thinking skills and gain confidence to express themselves, as their communication skills grow. As a result, children develop a positive attitude and are gaining the necessary skills in readiness for starting school.

p.4

who attend

The childminder follows the children's lead; for example, she responds to their interest in the interactive toy and sensitively joins in with their play. She models how to press the lever to make the music start. This stimulates the children to have a go themselves and to copy her actions. She praises their efforts and this encourages them to persevere until their have achieved their aim. Children enjoy using a range of musical instruments and laugh as they tap the bars of the xylophone and make the drum bang loudly. The childminder makes play dough with children, using this activity well so they begin to understand measurement and counting. Children use their small muscle skills to manipulate the dough, which also strengthens their hands for later writing. Frequent visits to the local Sure Start centre enables children to mix with other children, fostering their good social skills. Likewise, they are also able to participate in a range of messy activities

p.4

who attend

to boost their creativity and imagination. Children experience a range of outdoor experiences as they visit local places of interest, play areas and the park where they are able to run and climb, and have first-hand experiences of the wider community and the natural living world.

p.4

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

The childminder obtains detailed information from parents about their child's development, needs and preferences when they first start and on an ongoing basis. Children are introduced gradually and this valuable time spent with children and their parents enables relationships between the childminder, children and parents to form. Young children show that they feel safe and secure as they seek reassurance from the childminder in the presence of the visitor and also when feeling tired. Children are happy and contented as they play within the warm and welcoming family home. The childminder provides children with a good range of toys, equipment and resources. These are organised well to allow children ease of access and encourage them to explore and investigate their surroundings, supporting their independence and self-reliance. However, the range available does not routinely include open-ended resources, which children can use, move and combine in a

p.4

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

variety of ways. This means opportunities for them to play and explore imaginatively are less well promoted. The childminder is a good role model, treating children with kindness and respect. Gentle reminders during play help children understand about being kind to each other and taking turns. The childminder reiterates the expectations and uses praise frequently and meaningfully. Children respond positively as she continues to build their self-esteem and confidence. As a result, children behave well and are beginning to learn good social and emotional skills in preparation for their later move to nursery or to school. The childminder effectively promotes children's health and well-being. For example, children benefit from a range of activities outdoors. They frequently visit toddler groups, parks in the area and take part in active exercise at soft play centres. Furthermore, meals and snacks provide

p.4

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

children with a healthy, balanced diet, effectively supporting their well-being. The childminder promotes children's good self-care skills. For example, she reminds children to wash their hands at appropriate times of the day. Consequently, children learn about effective hygiene routines and this helps to prevent the spread of infection and maintain their well-being. The childminder teaches children about staying safe through daily routines and discussions. For example, she reinforces road safety and regularly practises the emergency evacuation procedure to ensure that the children know what to do in the event of an emergency. This positively contributes to children developing a sense of danger and how to keep themselves safe.

p.5

provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. Her safeguarding knowledge and procedures are secure. She has attended recent training with the local authority and she knows how to implement the procedures to promote the welfare of children in her care. The childminder recognises possible signs and symptoms that would cause concern and understands the procedures to follow. The childminder has a comprehensive safeguarding policy in place and she shares the policies with parents to ensure they understand her role and responsibilities. Parents are further reassured that children are safe because all adults in the household have been vetted by the Disclosure and Barring Service. The childminder provides a safe and secure play and learning environment overall. She carries out full risk assessments and daily checks to ensure all areas used by children are safe. Risk assessments are also

p.5

provision

maintained when undertaking any outings and trips, to ensure children are safe and secure at all times.

p.5

provision

The childminder has effective systems in place to monitor and evaluate the provision. She monitors children's progress towards the early learning goals through her tracking system to ensure that any gaps in children's development are closing. This helps the childminder plan effectively to progress children equally across all areas of learning. The childminder reviews her provision regularly to identify areas she wishes to improve. Parents and children are effectively involved in her evaluation process. She obtains parents' views through regular discussions and children's views influence the activities that are on offer.

p.5

provision

The childminder develops positive partnerships with parents. She makes time to discuss her policies and procedures with parents, so they are clear about the service she offers. The childminder actively encourages parents to share what their children are learning at home. This helps her to adjust planning to reflect any changes in children's interests or needs. The childminder also regularly shares children's learning journals with parents to keep them well informed of their child's progress. As a result, children's experiences in the setting are enhanced and parents are involved in their child's learning. The numerous thank-you cards from parents demonstrate their overwhelming satisfaction with the service and care they receive. The childminder seeks information about children's development in other settings that children attend. However, this is not always consistent to ensure that a highly complementary approach to the children's learning and

p.5

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 305671 Local authority Sunderland Inspection number 871772 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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