Childminder in Durham

Inspection date

Previous inspection date 25/11/2014 20/03/2009

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early years provision

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

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This provision is outstanding

 The childminder's teaching is inspirational. She uses highly effective teaching methods that inspire children to learn. She has high expectations for the children and places the utmost priority on supporting their emerging needs. Consequently, children are highly motivated and eager to learn.  The childminder provides a rich, challenging and stimulating environment. As a result, children thrive in this setting and make rapid progress in all areas of their learning and development.  The childminder is highly skilled and sensitive to the emotional needs of the children in her care. This means children feel very safe in her care and their behaviour is exemplary.  Children are highly valued as unique individuals and inclusive practice is fully promoted. Therefore, children are extremely confident learners who develop consistently high levels of self-esteem.  The welfare of the children is exceptionally well promoted. This is because the

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This provision is outstanding

childminder fully understands her roles and responsibilities in protecting children.  Children benefit from the extremely effective partnerships that the childminder has developed with parents. This is because the childminder successfully motivates parents to regularly contribute to their child's learning. This means that children's learning is significantly enhanced at home.

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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 observed the children present and carried out a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, the provider's self-evaluation and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector spoke with children and considered the views of their parents throughout the inspection.

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Inspection activities

 The inspector observed activities in the childminder's house and talked with the children and the childminder.

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Information about the setting

The childminder was registered in 2002. She is on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She lives with her husband, who is her assistant in the Neville's Cross area of Durham. The whole of the ground floor of the childminder's house is used for childminding purposes. There is an enclosed rear garden available for outdoor play. The family has a cat as a pet. Her home is close to local amenities, shops, library, park and schools. The childminder collects children from the local school and attends local toddler groups on a regular basis. There are currently 10 children on roll, six of whom are in the early years age group and 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. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 consider additional strategies for the regular sharing of information with other settings so that this information can be used to provide highly individualised support to extend children's learning and further enhance the already highly effective partnership working.

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who attend

Children make rapid progress in their learning and development. This is because the childminder uses her expert knowledge of how children learn; to effectively support and promote their development through activities that excite and motivate the children to learn. The monitoring of children's progress, through highly effective observations and assessments of their learning, ensures that the planning of activities are expertly tailored to the children's individual needs. The childminder completes a range of particularly robust assessments, including the progress check for children between the ages of two and three years, quarterly assessments, and learning journals. She then monitors this information to assess children's progress. This is extremely effective in highlighting any gaps in attainment and also enables the childminder to identify where children may need additional support. These assessments include parents extremely well to enable them to

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who attend

complement their child's learning at home. She uses this information incredibly effectively to plan appropriate activities that motivate, challenge and interest children and support their future development. As a result, all children make excellent progress from their starting points. This ensures that children are exceptionally well prepared for their next stage of development, such as, starting pre-school or school. The childminder provides a rich, challenging and stimulating environment in which children are inspired and enthusiastic learners. A wide variety of resources and equipment are readily available for the children to freely access. The childminder expertly makes innovative use of her garden and provides many opportunities for investigation of the natural world. Children observe and discuss the birds in the bird house and can identify the robin and blackbird that live there. As a result, children develop an excellent

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who attend

understanding of the world around them. The childminder encourages them to dig in the planting area and grow their own herbs and flowers. Consequently, this promotes their awareness of how to care for living things. Children's creativity is harnessed extremely well as they enjoy making marks and pictures by drawing with a variety of pencils, glue, coloured paper, stickers and crayons. Children have the freedom to manage their own skills and follow their own ideas. Children's understanding of diversity and difference is promoted as they celebrate festivals and special events from around the world. They access resources that reflect positive images of people from different cultures and with physical disabilities. This ensures that children learn to value aspects of their own lives and the diverse society in which they live.

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who attend

The childminder is expertly skilled at questioning children and continually explains daily routines and reinforces new key words, such as, animal names, to further enhance their language development. Children confidently hold lively conversations with the childminder and other children. For example, during snack, children discuss the difference between African and Indian elephants. She encourages children to become skilful communicators, who fully understand the importance of listening attentively and taking turns in speaking. The childminder expertly talks and engages in play with children, asking them open-ended questions which encourage the children to extend their thinking. She encourages them to speculate on reasons why things happen or how things change. For example, when children comment that the building blocks are cold; the childminder asks them why and encourages them to speculate how they can warm the blocks up. She encourages young

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who attend

children to make sounds and repeat simple words. For example, children repeat 'quack' and 'oink' when playing with puppets. As a result, children make significant progress in their language development. Children's literacy skills are promoted exceptionally well as a vast selection of books are easily accessible and they enjoy spending time looking at them, both independently and with others. The childminder encourages them to listen carefully and join in with familiar rhymes, repeating out loud the parts of stories they can remember.

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who attend

The childminder has exceptionally strong partnerships with parents and they are actively involved in their child's learning. There is excellent two-way communication in place with regard to children's well-being and learning. The childminder successfully shares information about children's achievements with parents. She discusses progress, activities and achievements with parents through meaningful daily discussions at pick-up and drop- off times and through the use of a daily diary. Parents contribute to this dairy and share valuable information about their home life. The childminder also shares monthly newsletters with parents and provides them with information about the Early Years Foundation Stage and the purpose of activities the children are engaged in, so that learning can be carried on at home. This helps them understand how children are learning and how to support their children. Consequently, learning is significantly enhanced at

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

Exceptionally effective settling-in procedures help new children settle extremely well because the childminder and her assistant take time to get to know the children and their parents. They work very sensitively with all children, helping them to settle at their own pace. For example, the number of visits and length of time children are left initially varies greatly to meet individual needs. Parents provide the childminder with a wealth of information about their child's likes, needs and interests before they are left in her care. As a result, children's individual and unique needs are known and very effectively met. The childminder is kind, caring and attentive. She treats each child as a unique individual and respects and values their differences. The childminder has high expectations of the children and they are supported well in all aspects of their development. They are encouraged to be independent and to make choices. For example, children choose and

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

help prepare their own snack. They discuss that they would like apricots for snack and help to get these out and carry their own plates to the table. They also choose and help prepare their own lunchtime meal. This means that children are developing high levels of self-esteem and confidence.

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

Children have ample room to play and rest. They learn at their own pace and make truly independent choices about their play. Well planned, labelled toy storage enables children to independently select the majority of resources and they are confident to ask for items that they cannot see or reach. This helps children to become confident learners. Children flourish due to the childminder's warm, positive and sensitive interaction. She works hard to maintain a warm, harmonious and friendly atmosphere where children gain a strong sense of belonging. Consequently, children are extremely happy, confident and have formed very strong bonds with the childminder, her assistant and the other children.

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

Behaviour is exemplary. The childminder and her assistant are excellent role models, they are polite and respectful to the children who are encouraged to use good manners and respect each other's differences. They celebrate achievements throughout the day, offering positive praise and encouragement. For example, the assistant gives children a 'high five' and a 'thumbs up' when they build a large tower. This supports the well-being of children, as they develop good self-esteem because they know they are appreciated. There is a calm atmosphere in the childminder's home and this is evident in the childminder's manner. Children say 'please' and 'thank you' as part of their normal daily routine. They listen to others when they are speaking and are fully aware of the childminder's high expectations for their behaviour. The childminder helps them to work out issues for themselves. For example, by asking older children how the behaviour would

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

make them feel, which make them think about what they have done. Children accompany the childminder on the daily school run so they get to socialise with older children attending school. The childminder uses these opportunities as a focus for discussion with children. This helps children prepare for their next stage of learning or their move onto school. The childminder has excellent links with local schools and nurseries and is kept up to date about what children are learning, through daily conversations. However, there is room to consider additional strategies for the regular sharing of information with other settings, which children may attend, to further enhance the already good continuity of learning.

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

Children's safety is of utmost priority. All areas of the childminder's home are very clean and safe and potential risks to children's safety are quickly identified and effectively minimised. Children learn how to protect their safety in a variety of ways. For example, road safety is routinely practised and reinforced on outings and children participate in regular emergency evacuation drills, so they know what to do in the event of a fire. The childminder expertly increases children's growing understanding of how to keep themselves safe. For example, children from a young age show increasingly high levels of self-control as they use the knife to carefully cut their toast into small pieces. Furthermore, she also teaches them to assess risk for themselves by asking them to judge the safety of situations; for example, encouraging children to assess space, when moving large blocks. The childminder engages in continual dialogue with the children explaining each situation,

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

which helps the children to feel safe and secure. As a result, children develop an enhanced understanding of how to manage their own safety.

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

The childminder actively promotes the good health of the children. Children have access to an extensive range of physical play activities in the outdoor area. They attend a playgroup, local parks and they take part in nature walks in the nearby countryside. This means that children can develop their physical skills and get fresh air and exercise, as they enjoy rich and highly stimulating outdoor learning experiences. The childminder ensures that children are beginning to understand the importance of good hygiene routines. Highly nutritious menus offer an excellent choice of healthy options. They thoroughly enjoy a healthy diet; particularly enjoying a wide variety of nutritious food. Children develop an excellent understanding of healthy eating through discussions at snack and through tasting activities. For example, children enjoy tasting fruit, such as star fruit, pineapples and mangos. They discuss fruit and vegetables and how they make you grow. They then

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

plan a trip to go to the shop and buy more. Children are highly confident with self-care routines, for example, children demonstrate their understanding of good practices by taking themselves to bathroom to wash their hands before mealtimes. The childminder provides equipment, including steps, to enable the younger children to reach sink and the toilet. Children's health is further promoted because the childminder provides individual towels for drying hands and each one is a specific colour, so children know which one belongs to them. Young children sit exceptionally well at meal times. They climb onto chairs skilfully and feed themselves. The childminder discusses dental hygiene with children and they brush their teeth after meals. This means that the good health of the children is superbly enhanced.

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provision

Leadership and management are outstanding. The childminder has a superb knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a first-rate understanding of her role and an excellent understanding of safeguarding procedures. The childminder and assistant attend regular in-depth safeguarding training to enhance their knowledge and are very clear on child protection procedures and whom to report any concerns to. All people who live in the childminder's home have been subject to relevant Disclosure and Barring Service checks and stringent procedures for visitors are implemented efficiently to promote the welfare of the children. The childminder is fully aware of what procedures to follow should there be an allegation made against herself or the assistant. Consequently, her working practices significantly heighten the well-being of the children. Risk assessments of the premises, outings and resources are meticulously

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provision

implemented and monitored which helps to ensure that children remain safe while in the childminder's care.

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provision

The childminder has a considerable knowledge of the learning and development requirements of the Early Years Foundation Stage. She is extremely well motivated to ensure that children make rapid progress. She has extremely robust and accurate systems of observation and assessment, which she uses exceptionally well to monitor progress and gaps in learning. Children's learning journals are precisely detailed and next steps are cross-referenced to show when children have achieved them. The childminder is aware of the individual needs and capabilities of the children in her care in great depth. As a result, she provides an extensive range of experiences that help all children to make high levels of achievement. The childminder is committed to improving her practice and provision and attends training courses, which support this. For example, the childminder has recently enrolled on a Spanish course. This is in preparation, to support a child who is due to start

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provision

her setting who speaks English as an additional language. The childminder is a reflective practitioner. She meets with her assistant on a weekly basis to monitor the quality of teaching, and children's play and learning experiences. The childminder effectively uses these opportunities to monitor the assistant's performance and training requirements, to help to drive further improvement in meeting children's needs. This means they can continually reflect on their practice and recognise when they are doing well. The self- evaluation system looks at the strengths and weaknesses of the 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.

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provision

Highly effective partnerships with parents are evident. The childminder spends time getting to know parents and regularly seeks their views and wishes. The sharing of learning and assessment ensures that all children develop exceptionally well and that their individual needs are met. Parents are extremely well informed of their child's care, achievements, activities and progress in the areas of learning. They particularly praise the way that she keeps them informed through the newsletters and daily diary. Parents are extremely happy with the service that the childminder provides. They comment that the service is 'outstanding' and 'my child is incredibly happy.' Parents actively contribute to assessments and comment that they are very happy with the progress their children make and that their children are 'thriving' because of the childminder. The childminder works in close partnership with the local authority and other childminder's. The childminder has an

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provision

excellent understanding of the need to work with other settings and external agencies to provide continuity of learning and to acquire support and interventions for children, should they need it.

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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 EY103542 Local authority Durham Inspection number 848140 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 10

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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

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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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