Childminder in Darlington

Inspection date

Previous inspection date 26/11/2014 03/04/2009

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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

 The quality of teaching is good as the childminder has a secure knowledge of how children learn through play. She plans and provides a varied range of activities to support the individual interests and next steps for each child. This ensures that all children make good progress.  The childminder has a good understanding of how to safeguard children. Daily checks of the premises and a clear understanding of the procedures to follow should she have concerns about a child's welfare, ensure children are protected while in her care.  Children are settled and content with the childminder because she provides a caring and nurturing environment that promotes their emotional well-being effectively.  Children's language development is given a high priority by the childminder. She is skilled in her interactions with them and as a result children become confident communicators.

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It is not yet outstanding because

 The childminder does not always exploit opportunities to seek information from parents about their children's activities and achievements at home at home to help her to understand their interests and progress even better and tailor the programme even more closely to meet individual needs.  The childminder does not take every opportunity to help children to develop their independence and self-help skills.

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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 viewed the premises, toys and equipment.

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Inspection activities

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

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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.

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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.

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Inspection activities

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

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Information about the setting

The childminder registered in 1991. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband 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. She collects children from the local schools and pre- schools. There are currently eight children on roll, three of whom are in the early years age group. Children can attend for a variety of sessions. The childminder operates all year round, from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She has a childcare qualification at level 3. 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:

 enhance the opportunities for all parents to share information about their child's learning at home and use this information to enrich children's learning and maximise their progress

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

 build on the different ways that children can develop their independence skills even more, for example, by providing opportunities for them to help to prepare their food.

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who attend

The childminder is a highly experienced childcare practitioner. She is confident in her understanding of the Early Years Foundation Stage and how children learn and develop. She provides children with a good range of fun activities that cover all areas of learning. The quality of her teaching is good. She knows children and their families well. The childminder carefully monitors children's progress through ongoing observations and uses this information to guide her assessments of the progress children are making and plan for their next steps in learning. Children visit the local library and attend a variety of carefully chosen community groups. This supports children in their personal, social and emotional development as they learn to play together and are developing friendships. Consequently, children are interested and keen learners. They are making good progress in developing the skills they need to prepare them for their next stage of learning, such as moving on to

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who attend

nursery or school. The childminder supports children's communication and language development, using a range of questions to help them make their own choices and promote their thinking skills. For example, she involves herself in their imaginary play asking them, 'Where are you going?' and 'Can you remember?' as they join their magnetic vehicles together and take them on 'a journey' around the kitchen. She listens attentively to what they have to say and values their responses. Children are effectively supported in their physical development with outdoor play in the garden and regular trips to the nearby park and soft play centre. Here they develop their skills on a range of challenging equipment. The childminder gently supports children to 'have a go' themselves as they play with the cars and garage. Consequently, they persevere in turning their cars until they fit in the garage lift and carefully roll them down the ramp. The childminder has a well-stocked book area

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who attend

and children greatly enjoy sharing books and stories together with the childminder. Children spontaneously sing favourite rhymes and songs as they play. The childminder carefully extends this learning by providing net bags filled with wooden props linked to their favourite rhymes. They excitedly name the star, cat and fiddle which they find inside these bags, which promotes their language further and their creativity and expressive play. The childminder also has a range of resources to support children with their understanding of the world, including push button toys and equipment so that children are prepared for using information communication technology in their future learning.

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who attend

Children's 'Look how I have grown' journals are informative. They contain lots of written information and photographs of children's experiences and development. Parents can access these whenever they wish to and the childminder keeps parents verbally informed about their child's experiences on a daily basis. The childminder completes regular assessments of the progress that children are making. This includes completing the necessary progress checks for children aged between two and three years so that any gaps in children's learning are quickly identified and appropriate steps are put in place to close these. Parents comment positively on the progress children are making with the childminder. However, the childminder does not use her existing links with parents sufficiently well to seek more detailed information about what children are doing and achieving at home. Therefore, children's full range of experiences are not shared and

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who attend

taken into account when planning activities, to extend children's good learning even further.

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

The childminder has established warm and caring relationships with children in her care. Her friendly, nurturing approach means children are happy and content as they play in her welcoming home. She knows the children well and recognises when they are tired or unsettled, providing them with cuddles and reassurance. As a result, children's emotional well-being is fostered well, and they feel safe and secure in her care. Effective settling- in procedures help the childminder ensure children settle quickly. The childminder gathers information from parents about children's individual needs, likes and dislikes and keeps a record of this to refer to. This supports the smooth move from home into the childminder's care. Parents' comments are very positive about how quickly and easily children have settled with the childminder and about the fact she respects their likes and routines. Children play in a child-friendly, safe environment with clean, age-appropriate and well-

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

maintained toys and equipment that effectively support their overall well-being and care. The dining room is set up so children can independently access a wide range of toys and activities. These are stored on open shelves in clearly labelled storage boxes and include those which reflect positive images of difference and diversity. The childminder promotes children's good health and self-care through routines and regular fresh air and exercise. For example, they go for daily walks and visit nearby parks. Children learn to manage their own personal hygiene, knowing when to wash their hands. The childminder offers healthy snacks and meals and talks to children about what foods are good for them. Parents comment positively about the way the childminder tailors her meals to meet their child's individual dietary needs. However, the childminder does not use all available opportunities, particularly at mealtimes, to help children to build further on their developing

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

independence skills, for example by peeling and chopping their own fruit.

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

All necessary fire safety equipment is in place and regularly checked. The childminder has devised an evacuation plan to follow in the event of an emergency and is confident that she can translate this into practice quickly and safely. Children develop an awareness of how to keep themselves safe in an emergency. This is because childminder clearly displays her evacuation route for all to see and frequently asks children questions, such as, 'What would you do if?' and, 'Where would you go?' Children learn to climb the stairs safely and help to tidy up scattered toys so they do not trip over them. Children respond well to the childminder's calm and patient manner. She gives them her full attention, which builds their self-esteem and confidence. Children behave well because the childminder is a good role model, treating them with respect. They are confident to approach the childminder when they need help and smile broadly when they receive praise for using good manners.

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

The childminder supports children very well to develop the confidence and necessary skills they need as they move onto the next stage in their learning, such as nursery or school. For example, she encourages children to take off their own shoes, to share resources and to take turns with their friends.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. Children are effectively safeguarded as the childminder has a secure understanding of her role in protecting children. She has completed recent training relating to safeguarding issues and is well-informed of the actions to take should she be concerned about a child in her care. Her safeguarding policy is in line with Local Safeguarding Children Board guidance and includes procedures for the safe use of mobile phones and cameras in her home. Adults living in the home have been checked to ensure that they are suitable to be in contact with children. The childminder fully promotes children's safety in the home, when out on walks and trips, or when visiting community groups. Thorough risk assessments are reviewed regularly. All documentation required to effectively safeguard children and support their welfare is in place and up-to-

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provision

date, including children's details and a record of attendance. The childminder maintains her professional development and has completed basic training, including first aid and child protection. She also updates her knowledge through specific local authority courses and reading childcare publications. She has strong links with childminding colleagues. She is successful in her efforts to promote children's well-being and support their learning effectively. She closely monitors the educational programmes and her observations and assessments of each child. Consequently, children have a good variety of interesting play opportunities that are well-matched to their individual needs. The childminder has a good understanding of her strengths and areas to develop and carefully reflects on her practice. She welcomes support and advice from the local authority advisory team. She also involves parents in this process, using their views to

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provision

reflect on and consider how she can change and improve to meet the needs of their children. She has positively addressed the recommendations made at her last inspection. For example, her complaints policy now contains all necessary information. This demonstrates the childminder's commitment to continue to improve.

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provision

Overall, the childminder has good working relationships with children's parents. She shares information about children's learning and development with parents, in a variety of different ways, including, journals, regular face to face meetings and text messages. The childminder also encourages parents to read the written policies and procedures at the beginning of the child's time with the childminder. This means that parents are well informed about the service she provides. Parents comment positively about the care their children receive, saying that she provides a safe, happy and stimulating environment. The childminder understands the importance of sharing information with other providers, when the time comes, to promote continuity of care and learning.

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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 301070 Local authority Darlington Inspection number 867289 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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