Childminder in Durham

Inspection date

Previous inspection date 18/11/2014 14/10/2008

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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

 Children make good progress in their learning and development. This is because the childminder has a good understanding of the Early Years Foundation Stage and provides children with a wide range of stimulating and fun activities.  The childminder is kind and caring and treats all children with warmth and affection. As a result, children form close emotional attachments and feel secure within the homely setting. This effectively supports children's well-being and provides a strong foundation on which they can learn and develop.  The childminder demonstrates a good understanding of her responsibilities with regard to the welfare and safeguarding requirements. Consequently, children are protected and cared for in a safe and well-kept environment that promotes their welfare, safety and well-being.  The childminder works effectively and closely with parents and other providers of the Early Years Foundation Stage to ensure continuity of learning and care for children.

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It is not yet outstanding because

 The childminder occasionally misses opportunities to model language which will further extend children's good communication and language skills.  The childminder has not fully developed her outdoor play area to enhance opportunities for children to be able to consistently use more open-ended and natural resources to further develop their imagination and creative thinking.

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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 had a tour of the premises and observed children playing.

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Inspection activities

 The inspector looked at children's learning and development records, a selection of policies and children's records.

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Inspection activities

 The inspector spoke with the childminder, her co-childminder and children at appropriate times throughout the inspection and conducted a joint observation with the childminder.

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Inspection activities

 The inspector took account of the information provided in the childminder's self- evaluation document and through discussion with parents and written parental comments provided for the inspection.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and suitability of adult household members.

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Information about the setting

The childminder was registered in 1988 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 registered as a childminder in Chilton. The whole of the ground floor of the childminder's house, front garden and rear yard are used for childminding. She collects children from the local schools. There are currently 12 children on roll, three of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round, from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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

 optimise opportunities for children to extend their good communication and language skills, for example, by further modelling relevant and appropriate language as the children play

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

 enhance opportunities for children to continue to build on their creative skills and use their imagination, by providing consistent access to a wider range of open- ended and natural resources in the outdoor play area.

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who attend

The childminder has a secure understanding of the learning and development requirements of the Early Years Foundation Stage. She uses this to provide children with a wide range of fun and stimulating activities which cover all areas of learning. The childminder works very closely with parents and other professionals, when appropriate, to obtain detailed information about what children are interested in and what they can do prior to them starting in her care. This enables her to accurately identify children's starting points in learning. The childminder maintains individual learning journals, these include a wealth of photos, observations and examples of the children's work. In addition, the childminder knows the children very well and completes regular assessments of the progress they are making towards the early learning goals. This means that she is able to accurately identify any gaps in children's learning and plan interesting activities, which are

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who attend

based on children's interests and next steps in learning. This helps children to make good progress in their learning and development and acquire the skills they need for the next stage in their learning at nursery or school.

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who attend

The quality of teaching is good. This is because the childminder has a good understanding of how children learn and understands the importance of allowing children time to explore and be active learners. The childminder supports children's communication skills well. For example, she sits and reads with them, asking them to describe what happens next in the story and encouraging them to name objects that they can see. However, on occasion, during play, she misses opportunities to model appropriate language to children to further extend their good communication and language skills. The educational programme provides depth and breadth across all areas of learning. The childminder provides a good range of challenging activities, which interest children and promote their enthusiasm for learning. The childminder supports children well to develop their early mathematical skills. For example, during snack, she encourages them to count how many pieces of orange

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who attend

they have and asks them if they can think of any counting songs. Children respond enthusiastically by singing out loud, 'five little monkeys'.

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who attend

Children take part in a wide range of activities to support their creative and physical development; for example, they use scissors, paint brushes and glue sticks to create a wide range of cards and models. In addition, the childminder helps them to learn about recycling as they collect empty boxes and tubes to use for their arts and crafts activities. However, although children have access to a good range of natural and open-ended resources within the childminder's home. There is less access to these resources outside and, subsequently, there are fewer opportunities for children who prefer to learn in the outdoor environment to be able to continue to explore, be creative and imaginative when playing in the outdoor area. Children's physical development and hand-to-eye coordination are promoted during planned activities; for example, they confidently use funnels and spoons to pour and scoop sand. The childminder helps children to learn about the wider

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who attend

world through planned activities, such as celebrating Diwali, along with talking about and sharing letters from a sponsored child from Vietnam.

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who attend

Parents are kept well informed about their child's learning and development. The childminder regularly shares her learning journals of children's progress with parents and encourages them to contribute information about children's learning at home. This helps the childminder to have a full picture of children learning at home and in her care. In addition, the childminder has completed the progress check for children aged between two and three years and has shared this, alongside termly assessments of children's progress, with parents. This means that she is able to quickly identify any gaps in children's progress and work with parents to address these. As a result, feedback from parents is very positive; for example, they state that she and her co-childminder provide 'wonderful care for children' and that they have seen a 'massive change' in their child's development.

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

Children's personal, social and emotional development are fostered very well. They develop strong attachments with the childminder and her co-childminder, who respond to them with kindness, warmth and purposeful care. Consequently, children are happy and settled in their care. They enter the childminder's home confidently and quickly engage in their chosen activity. The childminder demonstrates a genuine commitment to helping children to settle into her care. For example, where possible, she encourages parents to bring children to visit her home from an early age. This helps children to get to know her, her co-childminder and her home long before starting in her care. In addition, she obtains information about children's likes, dietary requirements and routines prior to them starting. This promotes a seamless move from home into the childminder's care and means that children have their individual needs met very well. Children are equally well

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

supported in preparation for starting school. The childminder makes very good use of photographic displays to introduce children to future teachers and to prompt discussions about starting 'big school'. In addition, the childminder supports children to develop the self-care skills and independence they will need for the next stage in their learning, such as putting on their own coats and shoes.

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

Children's good health is promoted well. The co-childminder takes overall responsibility for providing children with a good range of healthy home cooked meals. Children also enjoy learning about how things grow through planned activities, such as planting and harvesting vegetables. In addition, they develop their physical skills as they help to chop the vegetables and prepare meals. Children clearly understand the importance of good hygiene; for example, they use individual paper towels to prevent cross-infection and confidently remind their friends to wash their hands before snack. Children have daily opportunities to be active in the fresh air. For example, they play in the rear yard and go on outings to local parks and museums.

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

The childminder has a good understanding of the importance of having clear and consent rules for children. She helps children to learn right from wrong through discussion and encourages them to share and be kind to each other. In addition, she provides children with regular praise and encouragement. This helps to promote children's self-esteem and results in children who behave well in her care. Children have good opportunities to learn about how to keep themselves safe. For example, they practise fire drills and learn how to keep safe when crossing roads. The indoor and outdoor environment provides a welcoming space for children with a good range of age-appropriate toys and resources. Indoors, resources are stored at low level in clearly labelled boxes. This helps children to make independent choices about what they want to play with. The childminder also displays a wealth of photographs of the children and people who are important in their

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

lives. This further promotes their self-esteem and supports children to develop a strong sense of belonging in the childminder's care.

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provision

The childminder and her co-childminder organise the setting well. All documentation required to effectively safeguard and support children's welfare is in place and up to date. This includes children's records, hours of attendance and medication records. Children are further safeguarded as the childminder has a good understanding of her role in protecting children. She has completed training relating to safeguarding issues and is well-informed of the procedures to take should she be concerned about a child in her care. Children's day-to-day safety in the childminder's setting is promoted well. The childminder has completed detailed written risk assessments and uses appropriate safety equipment to ensure that any hazards to children are identified and minimised. This includes using stair gates and fire guards and ensuring that her home and outside area are secure.

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provision

The experienced childminder demonstrates a positive attitude towards providing good quality care and education for all children. She accurately observes and tracks children's learning and development to show the good progress children are making in all areas of learning. In addition, the childminder monitors her tracking to ensure that all areas of learning are covered. The childminder demonstrates a positive attitude towards reflecting on and developing their practice. She has completed the Ofsted self-evaluation form with her co-childminder and they have developed a clear action plan of areas to improve. In addition, the childminder attends regular local childminding meetings to ensure that she is kept up to date and is able to share ideas about good practice. Feedback from parents has also been obtained through completed questionnaires, which further enables the childminder to reflect on her practise. The childminder has also addressed the

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provision

recommendation raised at the previous inspection. This has resulted in her completing an early years qualification at level 3, which she has used to improve her understanding of the requirements of the Early Years Foundation Stage. This demonstrates a positive attitude towards continuous improvement.

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provision

Partnerships with parents are very positive. Parents receive copies of the childminder's policies prior to children starting, and a wide range of certificates, policies and information are clearly displayed for them to see. This means that they are well informed about the service she provides. The childminder has close links with local schools and nurseries. She effectively supports the two-way sharing of information about the welfare and progress children that children are making with other settings. This successfully promotes continuity of learning and care for children who attend more than one setting.

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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 313466 Local authority Durham Inspection number 868140 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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