Childminder in South Tyneside

Inspection date

Previous inspection date 17/12/2014 28/04/2009

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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 childminder has a detailed knowledge of individual children through regular observation leading to precise assessment. She uses this to plan learning experiences that challenge them and are well matched to their ages, stages and needs. As a result, children make good progress.  Children are emotionally secure because there are effective settling-in procedures, enabling the childminder to build strong relationships with both parents and children quickly.  Children are safeguarded because the childminder is aware of her responsibilities to protect them from abuse and neglect.  Partnerships with parents are strong. The childminder ensures that they are fully involved in their children's learning and provides information that enables parents to support their learning at home.

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It is not yet outstanding because

 The childminder does not provide a wide range of natural resources to enhance young children's exploration and sensory experiences.

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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.

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Inspection activities

 The inspector looked at children's records, observation and assessment files, planning documentation and a selection of policies.  The inspector spoke to the childminder and children throughout the inspection.

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Inspection activities

 The inspector took account of parents' views through written documentation, which they had provided for the inspection and the information from the childminder's self- evaluation.

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Inspection activities

 The inspector checked evidence of the childminder's qualification and the suitability of all adults living in the home.

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Information about the setting

The childminder was registered in 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child in a house in South Shields. The whole of the ground floor, the front garden and rear yard are used for childminding. The family has two cats as pets. 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 five children on roll, of whom three are in the early years age group and attend for a variety of sessions. The childminding provision operates all year round, from 6.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years and holds an early years qualification at level 3.

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

 provide more opportunities for young children to develop their exploration and sensory skills by, for example, providing a wider range of natural resources for them to use to support their play and learning.

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who attend

The childminder demonstrates a secure knowledge of how children learn and develop, as a result they make good progress. The childminder regularly observes children in her care and routinely talks to parents and carers about what she sees and hears. This information is then successfully used to assess children's progress and plan experiences that reflect their individual needs, preferences and interests. Each child has a well-presented learning journal containing many positive observations, as well as photographs to illustrate children's development. The childminder regularly asks children about their experiences at home and elsewhere and invites parents to share what they know and discover. By involving parents in children's learning, the childminder effectively harnesses their skills and experiences and successfully acknowledges the vital role, which they play in their children's lives. The childminder is aware of the requirement to provide parents with a

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who attend

short, written summary of their child's development between the ages of two- and three- years-old. She has appropriate arrangements in place to share relevant information with parents and to seek additional support in closing any emerging gaps identified in children's learning.

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who attend

The childminder promotes children's early communication very well. She uses lots of eye contact, verbal and facial expression as they play together, which encourages younger children to vocalise and interact. The childminder tunes into children's communication both verbally and non-verbally. For example, she effectively supports younger children by following their non-verbal signs that indicate they are hungry, tired or need a nappy change. Babies' faces light up as they listen to her voice, taking in all that is being said. Every early attempt to communicate is acknowledged by the childminder who responds immediately to their babbles and gestures. Social activities take place, such as stories, action songs and rhymes, all of which enrich children's language and communication skills. The childminder helps to develop children's love of books by visiting the local library and reading stories with them. This clearly starts from an early age as she sits with a baby,

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who attend

looking at a picture book and encouraging them to touch and handle the book. All children have access to writing and drawing resources. Young children use paint, sand and crayons, while older children practise writing for purpose. For example, they have recorded their own house rules, which are prominently displayed in the playroom. These skills prepare them well for the next stage in their learning and the move onto school.

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who attend

Children's understanding of numbers and problem solving is fostered well during daily routines and activities, such as board games, shape sorters and puzzles. Babies and toddlers enjoy discovering how things work as they press buttons and dials and lift up flaps on various interactive toys. They use their hands and mouths to explore the textures of the toys, starting to make sense of the world around them. However, young children's exploration and sensory skills are not built on fully because there are few opportunities for them to use a wide range of natural resources in their play and learning. Key areas of learning, such as physical development, are promoted well. For example, the childminder provides babies with plenty of space to move and explore their bodies and a good range of resources is provided that encourage them to kick, reach and grasp. During visits to the park, older children enjoy using the swings, slide, running and playing with balls. This

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who attend

helps children to gain in confidence and perfect skills, such as balance, climbing, running and jumping.

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

Children are introduced to the setting gradually. During this time, the childminder gathers valuable information from parents about their children's individual needs. This means that their routines are followed and their welfare needs are well met. This results in a smooth transition for children from their home into the childminder's care. The care with which the children are nurtured ensures that warm, supportive relationships are established with the childminder. This fosters their emotional well-being. Babies feel safe and secure in the environment and show a continual interest in exploring their surroundings. Their daily routines are well established and the childminder has concentrated on this to enable them to settle well. She clearly knows each child well and is very attentive towards their needs. Reassuring hugs and cuddles are offered, so that young children feel very emotionally secure. The environment is welcoming to children. Pictures and posters adorn the walls,

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

giving children a real sense of belonging. The majority of toys are stored creatively, so that children can easily use them. This supports their growing independence and freedom of choice.

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

Children behave well because the childminder is a good role model, treating them with kindness and respect. Gentle reminders during play help children to understand about being kind to each other and taking turns. Children are encouraged to develop their personal independence and to recognise their own needs. For example, they wash their own hands and gain a sense of responsibility as they tidy away toys after use. The childminder plans regular visits to the local toddler groups and library where the children socialise with their peers. As a result, children learn good social skills in readiness for the next stage in their learning or move to new a setting. Children learn about positive practices that contribute to a healthy lifestyle. For example, meals offered to children are healthy and nutritious. Opportunities for children to become involved in discussions and preparing food for their snacks further enhance their understanding of healthy choices.

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

The childminder ensures that children have daily access to outdoor play where they take part in and learn about the importance of exercise. During outings and activities, children have good opportunities to learn about and practise the skills, which they need to stay safe. For example, children learn how to cross the road safely and older children know what to do in the event of a fire because they participate in regular fire drills.

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provision

The childminder has a good understanding of her responsibilities in meeting the requirements of the Early Years Foundation Stage. The childminder implements her safeguarding and welfare policies effectively. She has a sound awareness of child- protection issues and how to protect and safeguard children at all times. The childminder has undertaken recent safeguarding training to enhance her already strong knowledge and understanding. She is fully aware of the signs and symptoms of abuse, what to do and who to contact if she is concerned about any child in her care. Detailed policies and procedures give a clear picture of the setting. These are shared with parents when their child first attends, in order to make clear the standards to which she works. The childminder is very vigilant and risk assessments have been undertaken. As a result, hazards have been addressed effectively to minimise the risk to children's safety.

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provision

The childminder uses her thorough knowledge of the learning and development requirements to routinely evaluate the educational programme and her assessment of children's learning. She uses this information to adjust planning, in order to reflect any changes in their interests or needs. This ensures that she has an accurate understanding of all children's strengths and areas that may need further support. The childminder shares this information with parents, so that they can work together to help children to achieve well. Strong relationships with parents are in place. The childminder ensures that she spends time at the beginning and end of the day to exchange relevant information to parents. This friendly approach promotes an open and easy method of communicating between carers. The childminder fully understands the importance of involving parents in their children's learning, so that activities can be followed through at home. Written

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provision

feedback from parents confirms that they are highly satisfied with the service offered by the childminder. Partnerships with other early years providers are secure to ensure that children receive a consistent approach to their learning and development, so that they make the best possible progress.

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provision

Self-evaluation is effective. The childminder shows commitment and strives to develop her practice for the benefit of children in her care. The childminder has attended training through the local authority and has developed relationships with other childminders in the local area. This enables her to discuss and share good practice and to develop her provision further. The childminder successfully engages parents in her practice and regularly seeks their opinions through discussion and questionnaires. Recommendations raised at her last inspection have been suitably addressed, demonstrating that the childminder has a good capacity to improve further.

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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 EY330524 Local authority South Tyneside Inspection number 856963 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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