Childminder in Darlington

Inspection date

Previous inspection date 20/11/2014 03/02/2009

p.1

early years provision

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

p.1

This provision is outstanding

 The quality of teaching is exemplary. The childminder uses highly effective teaching methods that motivate and inspire children to learn. Consequently, children thrive in her setting and make rapid progress in all areas of their learning and development.  The childminder has an excellent understanding of her role and responsibilities in protecting children. She places the highest emphasis on children's safety and well- being. As a result, children in her care are exceptionally well protected.  Partnerships with parents and other professionals are exceptionally strong. This results in a very successful two-way flow of information to support and extend children's learning, and ensures they get the help and support they need to make the very best progress possible.  The childminder provides a rich, varied and stimulating learning environment. As a result, children are extremely well motivated, independent and ready to engage in new

p.1

This provision is outstanding

learning experiences.  The childminder is extremely warm, caring and nurturing, and dedicated to providing the best care for children. Consequently, children are very settled, happy and grow in confidence.  The childminder is enthusiastic and passionate about her role, closely monitoring and reflecting on her practice. She is committed to continuous improvement and her own professional development to ensure outcomes for children are fully promoted.

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 the premises, toys and equipment.

p.2

Inspection activities

 The inspector talked to the childminder and children at appropriate times during the inspection.

p.2

Inspection activities

 The inspector reviewed relevant documentation, including the childminder's self- evaluation document, children's learning journals and a sample of policies and procedures.

p.2

Inspection activities

 The inspector checked evidence of the childminder's qualifications and evidence of the suitability of all adult household members.  The inspector observed activities planned by the childminder.

p.2

Inspection activities

 The inspector took account of the views of parents through the letters and questionnaires provided for the inspection.

p.2

Information about the setting

The childminder registered in 2005. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband and two children in Darlington. The whole of the home, except for the main bedroom on the first floor, is used for childminding. There is an enclosed garden available for outside play. The childminder attends community groups and activities within the local area. She visits the shops and parks on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently eight children on roll, four of whom are in the early years age group. Children can attend for a variety of sessions. The childminder operates all year round, from 7.30am to 6pm, 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:

 enhance young children's independence further, for example, by ensuring that they are aware of all available resources, so that they can make even more independent choices about their play.

p.3

who attend

The childminder is dynamic and motivated. She has the highest aspirations for children in her care and, subsequently, is committed to helping them reach their full potential in their learning and development. The childminder uses her expert knowledge about the areas of learning to provide educational experiences that are exceedingly rich, varied and highly imaginative. These are planned with children's interests and developmental stages in mind, resulting in activities that challenge and excite them. For example, children show great interest in the building work going on at school, so the childminder creates a building site in her home and garden, using real resources. The quality of teaching is excellent and clearly supports children's progress, regardless of age or abilities. Assessment of children is specific, sharply focused and includes all those involved in children's learning. This includes the progress check for children between the ages of two

p.3

who attend

and three years. Close monitoring of each child's progress is used exceedingly well to secure timely interventions, which are also based on a comprehensive knowledge of each child and their family.

p.3

who attend

The childminder is very knowledgeable about how different children learn and skilfully adapts activities to engage all children. For example, she knows that some children are not as interested in practising their early writing skills indoors. The childminder gives them chunky chalks, paint brushes and water to 'write' on fences and paving outdoors, as well as large sheets of paper and paint for them to roll their trucks through. Children are keen to explore different textures, such as putty and bread dough. They become engrossed in making marks with their fingers and small sticks. The childminder makes innovative use of her garden and provides many opportunities for imaginative play and investigation. For example, children climb and investigate the treehouse, dig in the planting area and cook in the outdoor kitchen. Lots of print, letters and numbers are displayed indoors to help children recognise words and numerals, as well as a wealth of books being easily

p.3

who attend

accessible and attractively displayed in all areas. The childminder is particularly good at promoting children's independence, and does so throughout all activities. Children are always encouraged to try to do things for themselves first, such as cutting up their fruit at snack time, putting on dressing-up clothes and piecing together the complex road puzzles. This results in confident, able children who have a 'can do' attitude. The childminder expertly talks and engages in play with children, asking them open-ended questions that encourage children to extend their thinking. She is skilled at questioning children and continually explains daily routines to further enhance their language development. The childminder encourages children to remember things. For example, she asks them to think about when they were playing outdoors in the den when it was dark and how the outdoor lights had 'twinkled'. Indoors she closes the dining room curtains and creates a 'light box'

p.4

who attend

full of different torches and miniature lights. Children delight in looking at the lights through different plastic sheets, excitedly exploring the colours and shapes. The childminder uses correct language to introduce new words, such as 'square' and 'reflection'. She sensitively repeats phrases and sentences back to children when they pronounce words incorrectly. As a result, children make significant progress in their language development. The childminder provides interesting and exciting outings to places, such as museums, parks and the local forest. This gives children a strong sense of belonging and raises their awareness of the world in which they live. As a result of the childminder's inspirational teaching, children become self-assured, independent learners, who develop a wealth of skills. Consequently, all children are exceptionally well prepared for their next steps in learning.

p.4

who attend

The childminder has an excellent understanding of the importance of working closely in partnership with parents to support children's learning. She is continually looking for new and innovative ways to work together with parents and share as much information as possible. The childminder discusses progress, activities and achievements with parents through meaningful daily discussions. She also sends text messages of significant moments and parents have easy access to their child's individual learning journal. The childminder often sends home favourite resources, such as number cards or recipes for making dough, so parents can share these with their children to further involve them in their learning. She also incorporates parents' wishes and ideas from home into her planning. For example, she displays a laminated letter of the alphabet in the hall and an interesting basket of items beginning with that letter, to help children begin to recognise

p.4

who attend

the letters in their name. Parents comment that they are impressed with the range of activities indoors, outdoors and with the outings that the childminder provides.

p.4

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

The childminder provides an exceptionally welcoming, homely atmosphere, where children feel safe and secure. Children are comfortable with her and approach her happily and with confidence. The childminder is very nurturing and she gives children her full attention. This promotes children's emotional well-being and, consequently, results in them feeling highly self-assured and supported. Special care is taken to gather as much information as possible about children's care needs from parents to help with the settling-in process. The childminder is extremely flexible when making these arrangements, and as accommodating as possible, taking extra time to reassure both parents and children. This is further promoted as the childminder works alongside settings children have previously attended to ensure that the move to her setting is as smooth as possible. This means parents can leave their child in the full knowledge and confidence that their child's

p.5

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

individual needs are being met. For example, she recognises some children need extra reassurances when having their nappies changed, so she gently sings favourite rhymes to them, resulting in children now enjoying this special time, laughing and giggling.

p.5

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

The childminder is an excellent role model. She is calm, polite and respectful to the children who are encouraged to use good manners and respect each other's differences. In addition, the childminder celebrates achievements throughout the day, offering an abundance of meaningful praise and encouragement. This supports the well-being of children, as they develop very good self-esteem because they know they are appreciated. She models correct use of resources, interacts with children and plays with children at their level. Children enjoy her company and invite her into their play. Secure attachments are evident and children are happy and settled. Behaviour is managed in a positive, consistent way and, as a result, children are exceptionally well behaved and learn good social skills. For example, children are able to resolve differences and take turns, with little support from the childminder. Resources both indoors and outdoors are in excellent

p.5

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

condition. As well as playing in the vibrant and exciting playroom, children have easy access to all ground floor rooms and outdoors. Children's photographs and creations are exceptionally well displayed, giving them a sense of belonging. Resources, indoors and outdoors, are clearly labelled, both with pictures and words, and many are stored at child height to encourage them to select independently. However, there is room to enhance the organisation of some resources, so that the youngest children are aware of, and can select, resources which are not as easily available to them on the day.

p.5

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

The childminder maintains an excellent standard of cleanliness to protect children's good health. Children are successfully encouraged to be independent and to manage their own personal needs. They confidently wash their hands thoroughly and help with tasks during mealtimes. For example, they know to use their own towels to dry their hands, so they do not make their friends 'poorly'. Children stand on the sturdy step, so they can comfortably reach the bench to prepare their meals and snacks. They skilfully peel and chop their own fruit and whisk eggs to make their scrambled eggs. The childminder offers children a wide variety of healthy, nutritious meals and snacks, and discusses their individual dietary needs and preferences fully with their parents. She talks to them about positive food choices, such as those that will give them lots of energy, so they learn how to keep themselves healthy through the things they eat. Children benefit greatly from daily

p.5

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

opportunities to experience fresh air and exercise where they are physically active and exuberant. Much thought has been given to the planning of the garden area, resulting in an extremely appealing and interesting environment, with excellent child-accessible resources that promote learning and challenge. In addition to natural materials, children enjoy access to a wide range and variety of wheeled toys, larger apparatus and outdoor resources. These provide excellent opportunities for children to extend and develop their all-round physical development. Children learn to keep themselves safe through everyday routines, such as practising the evacuation procedures and being encouraged to take safe risks on the large equipment in the garden. Alongside this, they learn to keep themselves safe through highly interesting and fun activities. For example, the childminder places a battery-operated tea light to represent a fire in the doll house and children practise their

p.5

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

skills getting their babies out safely. Children make their own zebra crossings and traffic lights, which they take to the local park to learn to cross the road in a fun, safe environment. Back home they are keen to practise their skills in the childminder's hall as they, 'stop, look and listen' and wait for the green light.

p.6

provision

The childminder has an excellent knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She is fully aware of her role and responsibilities with regards to meeting legal requirements and protecting children in her care. The childminder reviews and updates her policies and procedures regularly, to ensure that they reflect current legislation and successfully underpin her exemplary practice. The childminder fully understands the signs and symptoms of abuse. She knows what to do and how to seek advice and support, should she have a concern. The required Disclosure and Barring Service checks have been carried out on family members, and the childminder is fully aware of what procedures to follow should there be an allegation made against herself or a member of her family. Children are cared for in an extremely safe and secure environment, both indoors and outdoors. This is due to the extensive risk assessments

p.6

provision

and thorough daily checks carried out by the childminder. Consequently, children in her care are robustly protected from harm.

p.6

provision

The childminder is passionate about her role in influencing children's lives. She has an excellent understanding of how children learn and uses expert teaching methods to inspire and motivate them. As a result, she provides an extensive range of experiences that help all children to make very rapid progress. She is fully aware of the individual needs and capabilities of all children in her care. The childminder has made significant improvements to her practice since her last inspection. For example, she has developed her self- evaluation system to ensure that she looks at the strengths and weaknesses of her setting, and this is sharply focused to improve experiences for children in all areas. The childminder seeks input from parents and children to inform her practice. She is a truly reflective practitioner who is continually monitoring and reviewing her practice, to ensure children receive high quality learning experiences. She shows a strong commitment to her

p.6

provision

own professional development by attending relevant training events, conducting her own research and reading childcare publications. The childminder carefully uses her new skills and knowledge to continually improve. She meets up with a small group of childminders on a weekly basis, so they can share good practice and offer children a range of interesting and exciting experiences on a larger scale. Her childminding colleagues' comments are highly positive about the quality of her contributions to this group, saying that she is inspirational.

p.6

provision

Partnerships with parents are exceptionally strong. They comment positively about how much their children enjoy spending time in the childminder's care. They state that, 'We are delighted with the care the childminder provides and cannot imagine our children could ever be in better hands' and, 'We work as a team to support our children's development and reinforce the standards we want'. The childminder shares important information with parents through monthly newsletters, her informative noticeboard, daily diaries, text messages and regular conversations. Alongside this, she shares information about herself and her key policies and procedures. This means that parents are exceptionally well informed about the service she provides. The childminder has strong links with other settings and professionals involved with children. For example, she has regular meetings with staff from pre-school and school. They share targets and the childminder finds out

p.7

provision

what children are learning, so she can complement and extend this to further promote children's overall development.

p.7

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.7

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.8

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.8

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.9

Setting details

Unique reference number EY303986 Local authority Darlington Inspection number 861829 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

p.9

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.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.9

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.9

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.10

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.10

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.11

Type of provision

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

p.11