Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 19/11/2014 21/11/2008

p.1

early years provision

This inspection: 3 Previous inspection: 1 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision requires improvement

 The childminder is a good role model, and as a result, children understand the expectations of the setting and they behave well.  The childminder supports children who speak English as an additional language by providing them with opportunities to use their home language in their play.  Children are well protected as the childminder fully understands her role in relation to safeguarding.

p.1

It is not yet good because

 The childminder does not consistently offer stimulating and challenging activities, experiences and interactions that reflect children's interests and learning styles. She does not accurately assess what children already know and can do. As a result, she is unable to plan effectively for the next steps in their learning and children are not always well motivated.  The childminder does not provide parents with information about their child's interests and development or support them to guide learning at home.  The childminder does not make best use of routine activities to promote children's independence or their understanding of the importance of healthy lifestyles.

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 observed activities in the childminder's home and talked with the childminder about her policies and practice.  The inspector viewed the rooms and outdoor space used for childminding.  The inspector took account of the views of parents.

p.2

Inspection activities

 The inspector looked at children's records, evidence of the suitability of adults in the household and a range of policies and procedures, including safeguarding.

p.2

Information about the setting

The childminder was registered in 1999 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children in Blakelaw, Newcastle upon Tyne. The living room and dining room are used for childminding and there is a fully enclosed garden for outdoor play. The family has two pet dogs. There are currently three children on roll, two of whom are in the early years age group. The childminder supports children who speak English as an additional language. She is also a foster carer. The childminder operates seven days a week throughout the year, and overnight care is available.

p.3

must:

 raise the quality of teaching and learning by ensuring that all children have access to varied, challenging and stimulating activities tailored to their individual needs, emerging interests and stages of development, which are supported by skilful and timely adult interactions

p.3

must:

 develop systems to observe and assess children's development, including the progress check for children between the ages of two and three years, to establish what children know and can do and to accurately plan for the next steps in their learning

p.3

must:

 develop further the system for communicating with parents and carers, to include information about children's development and how they can support children's learning at home.

p.3

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

 consider ways to use routine activities to develop children's self-help skills and their knowledge and understanding of the benefits of healthy lifestyles.

p.3

who attend

The quality of the teaching requires improvement. Although the childminder understands the role of the adult in helping young children to learn, this is not reflected in her practice, and as a result, opportunities for children to learn are missed. For example, she does not observe and reflect upon what arouses children's curiosity and does not routinely use open-ended questioning to extend children's thinking and to enhance what they already know and can do. The childminder does not make regular, detailed and precise observations of the children and subsequently, she is unable to accurately assess their development. This means that she is unable to plan activities which are based on children's understanding, skills and interests, which reflect the next steps in their learning and support them to be ready for school.

p.3

who attend

The children are happy and settled in the setting and are able to choose freely from the range of toys and equipment available. They enjoy playing with toy zoo animals, laughing as they try to mimic the noises they make. However, the childminder misses opportunities to extend the children's learning through skilful interventions, new materials and ideas. This means that although the children are having fun, they are not always learning.

p.4

who attend

The childminder provides parents with a daily diary, which details what their child has done, what they have eaten and if they have slept. However, there are no details provided about children's emerging interests and what they have learned. As a result, parents are not well supported to guide their children's learning at home. The childminder has some beneficial partnerships with other professionals. For example, she works with the local school to help children prepare for moving on. The childminder supports children and families who speak English as an additional language, and she and her family have learned some key words and phrases to enable them to communicate effectively. This means that parents are able to share their views and the children have the opportunity to use their home language in their play.

p.4

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

The children form a close attachment to the childminder and they are obviously secure and comfortable in her care and feel part of her extended family. There is an effective settling-in system, which comprises a combination of short visits until children feel confident and content to separate from their parents. This means that children are happy in the setting and their emotional well-being is achieved. The childminder shares information with parents verbally each day and this ensures that she is able to meet all of their care needs effectively. For example, if children have had a disturbed night or do not eat as usual, the childminder makes extra provision for a nap or some additional snacks, and this ensures that children's physical and emotional needs are well met.

p.4

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

The childminder is a good role model for the children, speaking to them in a kind and calm way and demonstrating how to share and consider the needs of others. As a result, the children's behaviour is good as they understand the expectations of the setting and how their actions can affect others. When minor disputes do occur, the childminder deals with them quickly and quietly, for example, providing children with time to reflect on what has happened and how that might affect their friends. This helps children to understand about the needs of others. The setting is safe and secure and the childminder carries out daily checks to ensure that everything is in order. She carries out detailed risk assessments for outings and this helps her to manage risks and keep the children safe. The children are provided with a lunch each day, as well as snacks and drinks. However, the childminder does not teach children about the benefits of a healthy lifestyle, and as a

p.4

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

result, they are unable to learn how this can contribute to their general well-being. The children take part in lots of outings to local amenities and particularly enjoy soft play where they can jump and bounce with their friends, developing their physical and social skills as they do so. The children benefit from regular opportunities to practise leaving the setting in an emergency, as well as having the chance to practise using tools and equipment safely, for example, scissors to snip, and this helps them to develop a sense of responsibility and prepares them well for the future. The childminder takes children to visit the school, which helps them to feel more confident when they are preparing to start school themselves.

p.5

provision

The childminder understands her role and responsibilities in delivering the safeguarding and welfare requirements of the Early Years Foundation Stage. She is secure in her knowledge and experience of safeguarding, and as a result, the children in her care are kept safe from harm. The childminder is well qualified and experienced in caring for young children, however, this is not reflected in her practice. For example, she is aware of the benefits of providing young children with high-quality interactions to promote their learning, but she does not routinely do so.

p.5

provision

The childminder does not monitor the quality of the educational programmes sufficiently to identify where her practice requires improvement. For example, she does not carry out regular, detailed observations of the children to assess what they know and can do, including the progress check for children aged between two and three years. As a result, children are not supported effectively to make good progress from their start points. She does not monitor the quality of the teaching and learning, and therefore is unsure whether her interventions are helping children to learn. The childminder does not evaluate her practice and has no clear targets for improvement, which means the capacity to improve is weak.

p.5

provision

The childminder works closely with parents and carers to ensure that the children's care needs are met. However, there is less focus on the contribution that they can make to their children's learning and development. She gathers information from parents and carers when children start at the setting, for example, details of likes and dislikes, allergies and medical needs. However, she does not gather information about children's development to inform the next steps in their learning. The childminder understands the importance of working in partnership with other professionals and has links in place with the local school, so all those involved in children's care work together to meet children's care needs.

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.5

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 319117 Local authority Newcastle Inspection number 847779 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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