Childminder in Darlington

Inspection date

Previous inspection date 14/11/2014 26/05/2009

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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 and learning is good. The childminder provides a broad range of learning experiences based on children's interests. Consequently, children make good progress in their learning and development.  Children develop strong bonds with the childminder and enjoy sharing their activities with her. They settle well and are effectively supported as they move on to the next stage in their learning, including school.  Children are kept safe in the childminder's care. She has a clear understanding of her role and responsibilities in safeguarding children and minimises any potential risks to them.  The childminder provides a welcoming and stimulating learning environment. As a result, children are able to make safe and independent choices in their play.

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It is not yet outstanding because

 The childminder sometimes misses opportunities to share ideas with parents to enable them to support their children's learning at home. As a result, continuity of children's learning is not always maintained.

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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 activities in the rooms used for childminding.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and the self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in the childminder's own parent survey.

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Information about the setting

The childminder was registered in 1994 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult children in Hexham, Northumbria. The whole of the downstairs of the house and upstairs bathroom is used for childminding. There are enclosed gardens available for outdoor play. The family has a pet cat. The childminder attends toddler groups and activities at the local library. She visits the local shops and parks on a regular basis. She collects children from the local schools. There are currently 8 children on roll, 5 of whom are in the early years age range and attend for a variety of sessions. The childminding provision 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 local childminding network and 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 already good systems for sharing information with parents to ensure they are fully aware of their child's next steps and know how to support further learning at home.

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who attend

The quality of the teaching is good and children are supported in making good progress given their starting points. This is because the childminder accurately identifies children's skills and plans for the next steps in their learning and development effectively. A stimulating and well-resourced learning environment enables children to develop their own ideas and interests. For example, a children enjoy playing with dolls and pretend to share some fruit. Children's interests inform the planning of activities across all areas of learning. The childminder ensures relevant and stimulating resources are available for children to access independently to enhance their learning. For example, as children play with a plastic duck in a tray of water, they enjoy joining in with singing songs. The childminder supports further learning as she talks with the children about visits they make to the local pond to feed ducks. Children make independent choices with confidence. Effective

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who attend

planning of continuous provision ensures children are fully engaged in play and return to resources to practise skills. For example, when children show an interest in making marks using paint, they choose colours and tools from a variety of resources with which to experiment and enhance this skill.

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who attend

The childminder places a strong focus on helping children to develop their communication and language skills and supporting their physical, personal, social and emotional development. Consequently, children are acquiring the skills to prepare them for the next stage of their learning. Children are making good progress in their communication skills. This is because the childminder models effective use of language as she talks with children about their interests. For example, as young children cut up fruit for snack the childminder encourages their language development by describing what the children are doing and introducing new concepts, such as, 'It's slimy on your hands'. Children develop good physical skills as they use paintbrushes, scissors and climb up and down steps. The childminder offers support sensitively and appropriately. As a result, children learn to make safe and independent choices.

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who attend

Effective partnerships with parents from the start enables the childminder to gather a range of information about the needs, abilities, interests, likes and dislikes of all children. Parents complete an All about me form which gives the childminder useful information about the children. This is complemented by early assessments which the childminder makes in order to have a good understanding of what children know and can do. This information is used to inform her planning. She maintains individual records of children's learning. These records contain observations, which the childminder uses to assess the children's stage of development and to plan interesting and challenging activities to support their continued learning and development. As a result, children make good progress given their starting points. The childminder recognises the importance of working in partnership with parents. She keeps parents informed about their child's learning

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who attend

through a variety of methods, including daily verbal communications, communication diaries and opportunities to share children's individual records of learning. However, strategies to continue children's learning at home are not always effectively shared with parents. The childminder completes and shares the progress check, which she completes between the age of two and three years, with parents.

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

Children have developed secure attachments with the childminder and she warmly welcomes them into her home. As a result, children feel safe and valued in her care. The childminder demonstrates an excellent knowledge of the children, their interests and their routines. This supports children's well-being and this has a positive impact on their learning. The personal, social and emotional skills of children are developing successfully because the childminder provides activities to ensure they continue to make progress in this important area of their learning. For example, children are encouraged to share and take turns as they play with games and puzzles. A stimulating and well-resourced learning environment, both indoors and outside, promotes children's independence as they freely choose toys and activities available to them. Therefore, children develop confidence and are emotionally well prepared as they move on to the next stage in their learning,

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

including school. Regular visits to the library and outings to local attractions, such as toddler groups and parks, means that children develop confidence in various social situations. Furthermore, children are developing an understanding of their local community. Children's behaviour is good because the childminder has clear expectations and is a good role model to children. The childminder praises positive behaviour and is kind and attentive towards the children. This encourages them to persevere and develop self- confidence. Children learn to develop an awareness of health and safety through the daily routines and activities. For example, they know they must wash their hands before eating. The childminder teaches children about keeping safe and how to manage risks as they challenge their existing skills further. For example, she reminds them about taking care when learning how to climb onto a stool. The childminder provides a healthy and balanced

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

diet for the children, including fruit and vegetables at meal times. Drinking water is available at all times. Children's dietary needs and parents' wishes are respected and acted upon. Consequently, parents are reassured that their child is safe and well-cared for by the childminder.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements. The childminder follows her good knowledge and understanding of child protection effectively to ensure procedures to protect children are implemented well. She has attended training and understands the correct procedures to follow should she have concerns about a child's welfare. Policies and procedures are in place and shared with parents. Accidents are accurately recorded and shared with parents and there are appropriate procedures in place to ensure medication is administered safely. Comprehensive risk assessments are completed for the home, garden and outings. Safety checks are carried out, which help to ensure that hazards are minimised and children are cared for in a safe environment.

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provision

The childminder uses her skills and knowledge effectively to monitor each child's achievements and plans for their next steps. Accurate assessments of children's learning clearly demonstrate how well children are progressing towards the early learning goals and any gaps are identified at an early stage. Assessments are regularly shared with parents. However, the childminder does not always effectively share ideas with parents to enable them to continue to support their children's learning at home. The childminder uses her assessment and planning processes, together with questionnaires from parents and older children, to evaluate her provision and identify where improvements are needed. She takes pride in her childminding provision, keenly embracing training and attending regular childminding network events so that she keeps abreast of current childcare initiatives.

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provision

The childminder is committed to partnership working to help her to meet children's individual needs and to support them in reaching their full potential. Parents are highly complementary of the support they receive from the childminder, especially when supporting their children's emotional well-being during the settling-in period. They make positive comments in their child's learning journey profiles about the progress their children are making in their learning and development. Partnerships are in place with pre- schools children attend and relevant information is shared to ensure continuity of care and learning for each child.

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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 507002 Local authority Northumberland Inspection number 869315 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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