Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 15/12/2014 17/02/2009

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder's understanding of the learning development requirements of the Early Years Foundation Stage is weak. She does not have effective systems in place to carry out observation, assessment and planning. This means that children's next steps in learning are not identified to help them move on in their learning.  The childminder is not aware of the requirement to complete a progress check for children aged between two- and three-years to identify the child's strengths and any areas where their progress is less than expected. As a result, parents do not receive a written summary of the progress children are making.  The childminder does not hold a current first-aid qualification to support children's health and safety effectively.  Partnerships with other settings children attend are not always consistent in order to share full information about, and promote a complementary approach to, children's

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It has the following strengths

 The warm, caring nature of the childminder means that children have developed secure relationships and are happy and settled.

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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 made observations of the children while they were engaged in activities and discussed these with the childminder.  The inspector looked at children's records, observations and a selection of policies.  The inspector spoke to the childminder and children throughout the inspection.  The inspector took account of parent's views spoken to on the day.  The inspector checked evidence of the childminder's qualification and suitability.

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Information about the setting

The childminder was registered in 1990 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in Newcastle upon Tyne. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a toddler group and visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently nine children on roll, of these four 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.

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must:

 develop knowledge and understanding of the learning and development requirements; ensure the educational programme across the seven areas of learning is implemented through planned, purposeful play in order to provide challenging and enjoyable experiences for all children

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must:

 ensure observation and assessments are carried out in order to identify children's next steps and use this information to ensure that planning is sharply focused and targeted to meet the individual needs of all children and build on the progress made

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must:

 develop knowledge and understanding of the progress check for children aged between two- and three-years and implement this; provide parents with a short written summary of their child's development in the prime areas of learning

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must:

 ensure a paediatric first-aid certificate is maintained.

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

 improve relationships with early years settings children attend in order to have better understanding of children's learning and development needs, and to strengthen consistency in their learning.

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who attend

The childminder does not demonstrate an adequate understanding of the learning and development requirements of the Early Years Foundation Stage. This has an impact on her ability to promote children's development and carry out effective assessments and planning to meet each child's individual needs. Although children appear to be at the stage of learning matching their age, there is insufficient evidence that children achieve this learning through the childminder's provision. The quality of teaching is variable as the activities provided for children are not purposefully planned or used precisely enough to match what children need to learn next to make the best progress. This is because ongoing assessment is not an integral part of the learning and development process to ensure that children are consistently making good progress and are learning the skills needed for their eventual move onto school. As a result, children do not make as much

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who attend

progress as they can, given their starting points and capabilities. Furthermore, the childminder is not aware of the requirement to provide parents with a short written summary of their child's development between the ages of two- and three-years. Consequently, she is not implementing this legal requirement to ensure that both the parent and the childminder have a clear view about children's progress and any areas that may be causing concern.

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who attend

Some aspects of practice are sound. For example, children's communication and listening skills are supported appropriately. The childminder talks to the children to describe what they are doing and what they could do. She notices when children say a new word, and repeats specific words and sounds suitably to promote children's language development. Children's personal and social skills are suitably promoted as the childminder encourages children to interact and socialise with their peers, as she provides opportunities for them to mix with a wider group of children at local toddler groups. This helps them to develop some of the skills they will need for their eventual move to school. The childminder spends time on the floor, interacting with children at their level. For example, she encourages toddlers to make marks as they explore the paint, while she supports babies to investigate the sensory box filled with sponges, netting and metal objects. However, while children

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who attend

generally enjoy their everyday experiences, these are not purposefully planned or used precisely enough to match what children need to learn next to make the best progress.

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who attend

There is a range of appropriate toys and equipment for children to use, and some of the learning opportunities offered for outdoor play generally support children's development. For example, they go on walks and visit local parks. This provides opportunities for children to balance, climb, run, jump and use small apparatus, promoting their physical development. Parents benefit from having daily conversations with the childminder, exchanging and sharing relevant information about their child. Children also take home their paintings and other creations to share with their parents. This gives parents an adequate insight into what their children have enjoyed doing during the day.

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

Children's health and well-being are not adequately promoted by the childminder because she has not maintained a current paediatric first-aid qualification. Other aspects of the childminder's provision for children's health, safety and well-being meet requirements. Through positive relationships with parents, the childminder provides adequate settling-in procedures to ensure children feel comfortable and confident when making the transition from home into her care. She gathers some information from parents at the start of their child's placement about their individual routines, which means that she can support children's individual care needs. This combined with the warm and attentive care provided by the childminder means children feel safe and reassured. Children enjoy varied outings in the local community and to other childcare activity groups, which broaden their experiences outside of the childminder's home. This helps them to develop their social

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

interactions and confidence, preparing them for moving to other settings and to their next stage of learning.

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

The childminder offers a comfortable, child-friendly environment, where children have sufficient space to play and rest. Children make some independent choices because an appropriate variety of resources is accessibly stored within their easy reach. This suitably promotes their independence as they freely choose and select their own play resources. The childminder is sensitive to children's needs and personalities; she promptly recognises the signs that mean a young child is hungry or needs to be reassured with a cuddle. The childminder has suitable strategies in place for behaviour management. She listens to children, valuing what they say and encourages positive self-esteem through regular praise and encouragement. For example, as children paint, the childminder praises them, telling them how clever they are. As a result, their emotional well-being is generally supported.

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

Children's health is suitably promoted. The childminder encourages children to follow basic routines to promote their self-care, such as hand washing before eating. Parents provide packed lunches for their children and the childminder encourages parents to supply healthy options. Time spent outdoors each day, enables children to enjoy physical exercise and benefit from fresh air. Children are reminded of their personal safety when out, such as crossing the road safely. Additionally, the childminder will remind them of risks to their safety, such as the importance of putting toys away when finished, so that they do not fall and hurt themselves. As a result, children are beginning to understand how to keep themselves and others safe.

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provision

The childminder has an adequate knowledge of the safeguarding requirements of the Early Years Foundation Stage. However, she has failed to ensure that her first-aid qualification is kept up-to-date. This means she has breached the legal requirement relating to the Early Years Foundation Stage and the Childcare Register. Having said that, the impact on children's welfare is minimised because the childminder has a secure understanding of how to treat children in the event of a minor accident, and she is now booked on a forthcoming course. The childminder demonstrates a suitable understanding of possible symptoms of children at risk. She has completed online training and is aware of procedures to follow if she has child protection concerns. The childminder is safety- conscious and provides a safe environment, which is supported by risk assessments and daily checks. As a result, children play in a safe and secure environment. The childminder

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provision

does not have a secure understanding of the learning and development requirements of the Early Years Foundation Stage. This affects her ability to provide an appropriate range of interesting activities which support all children in making good progress towards the early learning goals. This is because the childminder does not check or assess children's level of progress or plan activities to specifically match children's individual learning needs. As a result, she has failed to meet the legal requirements relating to children's learning and development, carrying out a progress check on those children aged between two- and three-years.

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provision

The childminder suitably works in partnership with parents. They are provided with an appropriate range of written policies and procedures so they are aware of her role and responsibilities, and the service that she provides. The childminder exchanges information verbally with parents on a daily basis regarding children's care routines and the activities they have enjoyed. The childminder has close links with the nursery school and shares verbal information with the staff when collecting children. This helps to ensure there is a basic level of support as children move from setting to setting. However, this information does not relate to the children's learning and development as the childminder does not assess children's progress. This means she is unable to provide a consistent approach to children's future learning. The childminder lacks confidence and expertise in monitoring and evaluation. This has an impact on her ability to identify and set ambitious targets for

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provision

improvement for herself and for the future development of her childminding. Consequently, she has not continued to make sufficient progress in her knowledge and understanding of how to meet all legal requirements or improve the quality of her practice for the benefit of the children in her care. The childminder has not fully addressed the action raised at the previous inspection which relates to children's assessment. This does not demonstrate a positive attitude towards developing her practice to improve the provision for children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that an appropriate first-aid qualification is held (compulsory part of the Childcare register)  ensure that an appropriate first-aid qualification is held (voluntary part of the Childcare register).

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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 318886 Local authority Newcastle Inspection number 868535 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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