Liddell, Sheila Denise

Inspection date

Previous inspection date 01/12/2014 10/03/2009

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 Activities generally support children's learning and development so that they make some progress.  Children enjoy good relationships with the childminder and with each other because the childminder promotes their emotional well-being and teaches them how to manage their behaviour appropriately.  Children are safeguarded and protected from harm. This is because the childminder demonstrates a clear understanding of the procedures to follow should she have concerns about a child in her care.

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It is not yet good because

 Assessment and the consistent identification of children's next steps in learning are not yet embedded in practice. This means that planned activities do not always offer appropriate challenge.  The childminder has not implemented a progress check for children aged between two and three years to identify the children's strengths, and any areas where their progress is less than expected.  Opportunities for children to consolidate their independence skills are not always available at snack and meal times.

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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 areas of the premises used for childminding and looked at a range of records, policies and procedures.

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Inspection activities

 The inspector checked evidence of the suitability of adults living or working on the premises.

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Inspection activities

 The inspector held discussions with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector completed a joint observation of children's learning, with the childminder

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Inspection activities

 The inspector took into account the written views of parents, provided for the inspection.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and son in a rural area north of Alnwick in Northumberland. The whole of the ground floor, except for the master bedroom, and the small bedroom and bathroom on the first floor are used for childminding. There is an enclosed garden for outdoor play. The childminder collects children from the local schools and nurseries. There are currently ten children on roll, nine of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 7am to 6.30pm, Monday to Friday, except bank holidays and family holidays. The childminder provides overnight care.

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must:

 develop assessment based on observations to understand children's level of achievement, interests and learning styles so that learning experiences are planned specifically for each child and help them to make consistently good progress

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must:

 develop understanding of how to complete a progress check for children aged between two and three years in order to identify any delays or gaps in children's learning.

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

 provide further opportunities for children to develop their independence, particularly at meal times by, for example, encouraging them to help to prepare their own food.

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who attend

The childminder provides children with a suitable variety of toys and activities that engage and interest them. She completes observations of children's activities, which she records, along with photographs, in a learning-journey document. The childminder has a general overview of children's development through these observations and through discussions with the teacher at the nursery that children attend and through discussion with parents. However, she relies too much on these discussions, which results in the next steps for children's development not being planned for sufficiently. In addition, the childminder has not developed processes to undertake a progress check for children aged between two and three years. This means that arrangements to identify where children may be making less progress that expected are not sufficiently robust and that parents are not kept suitably informed about where there may be gaps in children's learning. As a

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who attend

consequence, children are not effectively supported to make consistently good progress towards the early learning goals, or in preparation for school.

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who attend

Educational programmes reasonably cover the seven areas of learning. For example, children explore role play through acting out the scenario of preparing food in the toy kitchen and they enjoy using resources in the outdoor area. The childminder suitably supports children's communication and language development during these activities. For example, when children pronounce 'banana' as 'nana, she repeats the word correctly, so that they learn how it should be said. She joins in with children's play and lots of conversations are held as they talk about what they are doing. The childminder takes this opportunity to reinforce messages regarding good hygiene, reminding children that they need to wash their hands before they have a pretend picnic on the floor. Children immediately pretend to wash their hands in the toy sink. The childminder understands what children gain from these activities, such as learning about patterns when they thread

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who attend

beads onto laces. She explains that it helps them to become dextrous and encourages them to sit for a period of time and complete the activity. Children take pleasure in this as they copy the pattern that the childminder makes. The childminder brings concepts about colours, numbers and size into the activity. For example, children choose which colour lace they would like and talk about the written numbers on the blocks, recognising the number six. When they have finished lacing the beads they are keen to see who has made the longest and the childminder talks to them about which colour is at the bottom of the lace.

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who attend

The childminder has a sound knowledge of the importance of working in partnership with parents. She discusses children's needs with parents when they first start and encourages them to write down their routines from home, which she then follows. The learning- journey document is sent home and parents frequently add their own comments about activities that their children enjoy doing at home. This means the childminder is kept up- to-date on children's interests, which she incorporates into her own activities with children. Along with discussions when children are dropped off and collected, this helps the childminder to share some relevant information with parents about children's progress.

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

Children establish strong attachments and close relationships with the childminder because she keenly supports the move of new children into her provision through a gradual settling-in procedure. This is individual to each child's emotional needs, and ensures children settle quickly, are happy and emotionally secure. The childminder is patient and consistent in her expectations of children's behaviour. Children's self-esteem is promoted extremely well because the childminder uses meaningful praise, to recognises favourable behaviour and individual efforts. She is a positive role model for children, as she models good manners and respect for others. As a result, children are really well behaved, well mannered and polite towards the childminder and their friends. Children demonstrate their good understanding of ground rules as they let the childminder know when the wrong toys are in a basket. They enjoy the responsibility of carrying out small

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

tasks, such as helping to tidy away the toys before a new activity is started. During activities the childminder teaches children about managing their own safety. For example, when threading the beads she asks children what they must not do. Children explain that they must not put the laces round their necks. During imaginative play in the kitchen children demonstrate their understanding as they say the water is hot and bring a plate of food across using an oven glove.

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

Children are cared for in a spacious, clean and stimulating environment. The childminder makes available a selection of good-quality resources daily, which they make their own choices from. This helps children to develop their independence. The childminder is effective in promoting children's physical skills. She embraces the opportunities present by the outdoors in this rural environment, taking children for long walks across the fields. This develops children's appreciation for the outdoors and helps them learn about the local area, people and animals. The childminder ensures that children are appropriately dressed for the outdoors as she provides waterproof trousers to protect clothing and the children from the elements. This teaches children self-care skills as they learn how to dress and undress themselves when they change to go outdoors. Children enjoy playing in the front garden. They push round pushchairs or toy lawnmowers. They use their imagination in the

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

play house, which is stocked with a toy kitchen and accessories. Push-along cars and peddle tractors stimulate them to push themselves round and they learn how to climb up the steps on the slide. Children's good health and well-being is promoted well by the childminder. During their play she raises children's awareness of different foods as she asks children the names of fruits and vegetables and praises them when they remember the name of the aubergine. Children go to the shops with the childminder, where she involves them in buying healthy choices for the snacks and talks about what is not suitable for them. Back home she provides chopped apple, raisins and bread sticks, which children enjoy. However, she does not involve children in the preparation of the snack, which means an opportunity to develop their independence skills further is lost.

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

The childminder helps children prepare for starting at nursery. She takes them to a toddler group at the same premises and they go with her to collect children that currently attend. This gets them used to the environment and staff. Good relationships are established at nursery. Both parties contribute information for the learning-journey document and each morning the childminder and teacher at nursery discuss their plans for the day. This means that there is continuity in children's learning and development and they are emotionally equipped when the time for them to move to other settings comes.

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provision

The childminder has a secure knowledge of safeguarding procedures. She has attended safeguarding training. The childminder is aware of appropriate contacts for further advice and support should she be concerned over a child's welfare. Children are supervised well and safeguarding practices are effective. For example, the childminder ensures that her car is suitability insured and she attends training for first aid. In addition, the childminder completes daily registers to ensure ratios are maintained. She documents accidents that children may have while in her care and records the medication she administers to children with parental permission. The childminder and other adults on the premises have appropriate suitability checks in place. The childminder has made progress since her last inspection. Risk assessments are in place for the premises and these now include how the childminder manages the safety of children during overnight care. This means that

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provision

potential hazards are identified and minimised to keep children safe.

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provision

The childminder has a satisfactory knowledge of how to support children in their learning and development. She undertakes regular observations, role models how to use resources and verbally interacts with children to support language skills. Some monitoring of practice is carried out. However, as effective procedures for assessment are not yet in place, monitoring is not robust enough to ensure children make good progress. The childminder works in partnership with the local authority development officer and is currently discussing with training providers possible future training courses to aid her professional development. She considers their views, which she takes account of to improve her practice. The childminder discusses her strengths, such as working in partnership with parents and school. She identifies areas for future development and appreciates the views of parents, provided through discussion. This means she incorporates parent's views as

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provision

Partnerships with parents and family members are positive and they are greeted warmly when they arrive to drop off or collect children. Policies and procedures are shared with parents to inform them of how the childminder manages her service and her role and responsibilities. This means that parents are well informed about the service she provides. Parents are very complimentary about the childminder and comment in written statements that the childminder is extremely calm and has a warm nature. Parents feel that she brings out the best in children, being imaginative and having innovative ideas. The childminder has a sound understanding of the importance of working in partnership with other professionals in order to support children appropriately. Her links with the local school and other early years providers have a positive impact on children's progress and well-being.

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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 EY316209 Local authority Northumberland Inspection number 873172 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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

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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