Pearson, Linda

Inspection date

Previous inspection date 12/12/2014 23/04/2010

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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 childminder has a good knowledge of the Early Years Foundation Stage. She is skilled in using a wide range of different teaching strategies to promote children's learning and development.  Children are settled and have formed strong attachments with the childminder. They are happy, highly motivated and are making good progress in their learning and development as a result.  Children's language development is given a very high priority. The childminder is skilled in her interactions and as a result, children become confident communicators.  The childminder has good understanding of safeguarding and how to promote the health and safety of children in her care. As a result, children are well protected.  The childminder communicates with parents effectively. Ongoing communication means the childminder and parents work closely together to meet the needs of the children.

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It is not yet outstanding because

 Children are occasionally not given the time to complete their explorations and investigations before the childminder intervenes. This interrupts children's developing concentration and problem-solving skills.  The childminder does not always provide children with opportunities to investigate the natural world in the outdoor environment. As a result, they do not always engage with nature and gain an awareness of caring for living things.

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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 toured the areas of the house used for childminding.  The inspector observed activities in the childminder's kitchen and conservatory.

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Inspection activities

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

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Inspection activities

 The inspector looked at a range of records including children's details, learning information, written policies, planning, risk assessments, training certificates and a selection of other documents.

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Inspection activities

 The inspector checked the evidence of the suitability of the childminder and her family.  The inspector took account of the views of parents from written statements.

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Information about the setting

The childminder was registered in 1989 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is registered to work with two assistants. She lives in in Kingston Park, Newcastle upon Tyne with her husband. The whole of the ground floor and the first floor bathroom of the childminder's home are used for childminding. There is an enclosed garden for outside play. The family has two pet cats. The childminder cares for children from 7am to 6pm, Monday to Friday, except for family holidays. There are currently six children on roll, three of whom are in the early years age range. Children attend for a variety of sessions. The childminder collects children from the local school.

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

 maximise opportunities for children to develop their concentration and problem- solving skills further by enabling them time to complete their explorations and investigations before intervening

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

 enhance further the outdoor provision, for example, by providing greater opportunities for children to learn about the natural world and living things.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage. She uses her good knowledge of the seven areas of learning to provide stimulating activities and resources that capture children's interests. The childminder has a clear understanding of the importance of the prime areas of learning and implements activities to promote children's development accordingly. Children benefit from a good balance of adult-led and child-initiated activities and the routine is very flexible to enable them to pursue their own interests. As a result of the childminder's effective teaching, children make good progress from their starting points and their development in all areas of learning is well promoted. The childminder knows where the children are in their learning as she has completed clear observations that inform her planning. She knows what children have achieved, what they enjoy and how she can support them further. The childminder effectively uses her

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who attend

observations to plan interesting activities for children, using these to effectively identify next steps in their learning. This means that children's individual needs are well met.

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who attend

Teaching is good and the childminder skilfully intervenes and extends children's learning during activities. An emphasis is placed on the development of language and communication. The childminder talks to the children constantly, listening to what they are saying and extending vocabulary that is appropriate to the children's level of understanding. The childminder demonstrates skill as she listens carefully and models words and sentences, for example, by introducing vocabulary, such as flat, straight and curved when children are building a train track. This means that children are confident to try new words and sounds for themselves and are becoming confident communicators. The childminder sits on the floor with the children and gives them lots of eye contact and verbal encouragement. Children maintain focus and pay attention to the childminder's suggestions. However, children are occasionally not given the time to complete their

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who attend

explorations and investigations of an item before the childminder intervenes. This can interrupt children's developing concentration and problem-solving skills. Children are given regular opportunities to sing a range of songs and repeat familiar nursery rhymes as they play. They regularly share stories and look at books with the childminder at various times throughout the day. Children enjoy reading books and know how to handle them well, for example, they know that print carries meaning and follow it from left to right on the page. This supports children in developing skills in reading. Children have lots of opportunities to practise making marks and use various media to support them. For instance, they enjoying painting with chunky brushes and give meaning to their marks. This helps develop their early writing skills. When children are playing, the childminder takes the opportunity to encourage discussion about colour, shapes and patterns. They use the

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who attend

terms circle and square to describe shapes and initiate counting as they play. Counting is part of everyday activities. This means that children are making good progress in mathematics. Planned visits to the park, museum, beach and farm develop children's curiosity about the world in which they live. Children benefit from many opportunities for physical exercise. They regularly visit the park and play outside in the garden. However, the childminder does not always provide children with opportunities to investigate the natural world in the outdoor environment. As a result, they do not always engage with nature and gain an awareness of caring for living things. The childminder's regular trips to local toddler groups and school help children to develop confidence away from the main care setting. Consequently, children are obtaining the skills, attitudes and dispositions they need to be ready for the next stage of learning, such as nursery or school.

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who attend

The childminder meets children's needs well because she works closely with parents. She provides information for parents to ensure that they are kept fully informed about the setting and the Early Years Foundation Stage. This means parents are confident to contribute to their children's assessment records, and helps them in supporting their children's learning at home. Regular information is shared with parents about the activities their children enjoy through daily discussions. The childminder shares journals of observations and photographs with parents so that they know where their children are in their learning. Parents are also encouraged to discuss activities that happen at home with the childminder. Consequently, parents are kept informed about the progress their child is making. The childminder's regular outings to collect others from school help children to develop confidence and independence. The childminder promotes children's social skills by

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who attend

taking them to toddler groups, so that children learn to play alongside others in larger groups.

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

Settling-in procedures are carefully organised to ensure that young children feel secure and develop strong bonds with this childminder. Visits are organised with parents so that the childminder can find out about routines and personal care needs. The childminder also observes children and talks to parents about what they like playing with. This demonstrates that she thinks about and is made aware of, children's individual needs and personalities. This helps to ensure a smooth transition into the setting. The childminder has a warm and calm manner. She treats children with kindness and respect and acts as a positive role model for them. Children form secure attachments and are happy and content in her care. Children chat confidently with the childminder and enjoy cuddles and close contact, for example, when singing a favourite song together. Children enjoy the childminder joining in during imaginative play activities. As they play, they chat about

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

things that are important to them and giggle and laugh. The childminder takes time to talk to children throughout the day so that they feel valued and her knowledge of their needs is very clear. Consequently, children talk freely about their own home and families. As a result, children display high levels of confidence and self-esteem and are emotionally prepared for the next stage in their learning.

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

A high priority is given by the childminder to ensuring that the children in her care are safe. There are extensive risk assessments in place and she is vigilant with regards to children's safety indoors. A welcoming, homely environment is provided with clean, age- appropriate and well-maintained toys and equipment. Children move around the home freely selecting their own activities from a range of resources and respond enthusiastically to activities. Resources are stored on low-level shelving and storage units for children to freely select. Storage boxes have pictures of the contents attached. This allows children to make independent choices in their play. Children's behaviour is good as they are engaged in their activities. The childminder has a secure understanding of how to manage behaviour and clear behavioural expectations which the children respond to well. She focuses on praising children's achievements, which raises their confidence and self-

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

esteem. These skills help children to learn about their own feelings to enable them to form positive relationships.

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

Children's health is well promoted and the childminder is committed to encouraging a healthy lifestyle. She helps children develop an awareness of the importance of fresh air and exercise. Children have daily opportunities to be active and have regular access to the childminder's garden, where they gain an understanding of risk through activities that encourage them to explore. They play on equipment in the park regularly, which also ensures they get plenty of fresh air and exercise to enhance their good health and well- being. The children have independent access to drinking water throughout the day and the childminder provides healthy snacks, such as fruit for the children. Parents provide children's meals and the childminder works closely with parents to encourage healthy eating for their children. She consistently reinforces good hygiene procedures, such as hand washing. As a result, children are beginning to learn how they can keep themselves

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. The utmost priority is given to children's safety and welfare. The childminder has a thorough knowledge and understanding of safeguarding procedures. She has a good awareness of the possible signs of abuse and knowledge of how to report any concerns appropriately. The childminder is conscientious in ensuring the safety and supervision of children. All children enjoy an extremely safe and secure learning environment because the childminder completes comprehensive daily checks. Her house is very secure and no unauthorised person is able to gain entry. Records show risk assessment and health and safety checks are rigorous. The childminder has a good awareness of her responsibilities when administering medication and treating minor accidents and holds a valid first-aid

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provision

certificate. Robust procedures and systems are in place and are followed, which enhances safeguarding practice. These, together with a comprehensive range of policies, mean that children are well protected.

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provision

Self-evaluation is good because the childminder effectively identifies what she does well and how she helps children learn. She has a good commitment to improving her service to families. She reflects on activities and uses this information, along with her secure knowledge of children's interests to help with future planning. She ensures children have a broad range of experiences that cover all areas of learning to help children make good progress towards the early learning goals. Parents are involved in this process and children help her to evaluate her provision verbally. Her main aim is to ensure that children enjoy a home-from-home atmosphere and enjoy a range of activities. The childminder has addressed all the recommendations from the last inspection. For example, the systems for assessing and planning for children's learning and development are now robust and precise. This means that the childminder has a good capacity to improve

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provision

further. The childminder shows a good commitment to developing her practice and knowledge as she attends training to update her skills and knowledge. This helps to promote her own learning and ensures her practice is current, all of which very much benefits the children in her care. The childminder is registered to work with two assistants. She is aware of the need to monitor the interactions of her assistants with the children to ensure children are provided with consistently good learning opportunities. The childminder also understands the importance of carrying out regular supervision meetings and appraisals with her assistants.

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provision

The childminder has positive relationships with parents and has detailed, daily discussions with the parents to support her good working relationships with them. She involves parents in children's learning and successfully builds on their home interests. This enables parents to be fully informed of their children's day. Policies and procedures are shared with parents to ensure that they are clear about how the childminder's service operates. Parents' written and verbal comments are highly positive. For example, parents state that the childminder is 'excellent' and 'flexible' and their children thoroughly enjoy their time spent with the childminder and the activities she offers. The childminder has good relationships with the local schools and nurseries. She regularly exchanges information on children's activities and learning when they are dropped off and collected from school or other settings. This means that the childminder can extend learning taking place in other

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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 318985 Local authority Newcastle Inspection number 868543 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 18 Number of children on roll 6

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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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