Childminder, Out-of school day care in Newcastle upon Tyne

Inspection date

Previous inspection date 17/12/2014 23/04/2009

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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

 Children make good progress across all areas of learning because the childminder understands how they learn and develop and plans activities and experiences, which effectively support their progression.  The childminder has a secure understanding of how to keep children safe. She understands her role and responsibility to ensure they are closely supervised and well protected at all times.  Children form secure attachments with the childminder. She is caring and considerate of their individual needs, as a result they are happy and content.  Positive relationships with parents and schools are well established and support continuity of care, learning and development.

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It is not yet outstanding because

 Opportunities for children to make independent choices about what they play with, are not always fully extended.  Thinking skills are not always fully promoted because sometimes children are not given enough time to formulate their answers between questions.

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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 setting used for childminding.  The inspector spoke to the childminder and children throughout the inspection.

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Inspection activities

 The inspector looked at a range of records, including children's details, learning information, written policies, risk assessments and a selection of other documents.  The inspector observed children playing in the living room and hall.

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Information about the setting

The childminder was registered in 1990 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in Heaton, Newcastle upon Tyne. The hall, living room, playroom, kitchen and conservatory are used for childminding. There is an enclosed rear garden for outdoor play. The family has two cats and a dog. The childminder attends a toddler group and activities at the local library. She visits the local shops, cafes, parks and attractions on a regular basis. She collects children from the local schools. There are currently eight children on roll, three 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 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 extend opportunities for children to engage in spontaneous play, for example, by ensuring that they can independently access a selection of resources in the living room

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

 enhance the opportunities for children to develop their thinking skills by always giving them enough time to formulate and share their answers between questions.

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who attend

The childminder has a very good understanding of how children learn through play and plans activities and experiences, which reflect their interests and next steps in learning. She ensures that there is a good balance of adult-led and child-initiated play and instinctively knows when to allow children to investigate and explore and when to step in to extend their learning. The childminder adapts her planning in response to children's needs. The setting is well organised with a wide range of resources, which support all seven areas of learning and children are encouraged to make independent choices. However, resources are not easily accessible in the living room, as a result the youngest children do not always have opportunities to engage in spontaneous play.

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who attend

Teaching is good and the childminder has a very good understanding of how to support communication and language skills. She values children's utterances and provides a language rich environment through conversation, commentary, repetition and questioning. She sits at children's level smiling, making eye contact and encouraging them to share their thoughts, needs and ideas. However, occasionally, thinking skills are not fully promoted as the childminder does not always give children enough time to think about their answers between questions. The childminder knows the children in her care very well and considers their individual needs. For example, she uses French and English words to support bilingual children and reflect their culture. The childminder is aware of the importance of preparing children for school. She talks to children about the similarities and differences between her setting and school and encourages them to develop their

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who attend

independence in relation to toileting and self-care. Furthermore, she familiarises children with school by taking them with her at drop off and pick up times. As a result, children are well prepared for school when the time comes and they make the move with confidence.

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who attend

The childminder observes and assesses children on a regular basis and tracking shows that they are making good progress across all seven areas of learning. The childminder encourages parents to share children's learning at home, so that she can build on and celebrate their achievements. Parents have access to children's learning files, which include photographs, pieces of work, observations and assessments. Parents value these records and the regular communication, which they have with the childminder. Consequently, children are very well supported at home and in the setting.

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

The childminder has good relationships with the children in her care. She is warm, caring and attentive, as a result they are happy and enjoy spending time with her. The childminder uses praise and encouragement effectively, as a result children are confident, self-assured and are willing to try new things. The childminder is sensitive to children's needs and responds quickly if they need her help or support. However, she encourages them to be independent and not over-reliant on her. Children enjoy spending time outside and are encouraged to explore the natural environment in the garden, on walks and outings in the local area. The childminder is committed to creating a healthy environment for the children. She provides healthy snacks and drinks, which children can access independently and talks to them about how their bodies work and respond to exercise. As a result, they are beginning to develop the ability to make healthy choices.

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

The childminder is very flexible and works closely with parents to support children's individual needs as well as possible when they start in the setting. Parents value her considerate approach and feel confident leaving their children with her. The childminder collects a variety of information from parents about children's care, learning and development needs, before they start in the setting. She uses this as a starting point to plan activities and experiences, which children are interested in, as a result they settle quickly. The childminder has developed very strong links with the local school and works in partnership with the teachers to support children when they move on from the setting. This is greatly appreciated by the school staff as they find children are very well 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

The childminder has a very good understanding of how to keep children safe. Children are closely supervised and supported to develop an understanding of how to use tools and equipment safely. The childminder has robust written risk assessments in place and updates these regularly to ensure that they take into account any changes to the provision. As a result, children are very safe in the setting and on outings. Children's behaviour is very good because the childminder has high expectations, sets clear boundaries and gently and consistently reinforces these. She supports children to develop an understanding of how to behave when attending groups outside the setting. This helps them to make relationships and manage their feelings and behaviour. Parents are very happy with the support that the childminder gives their children to develop good behaviour and social skills.

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provision

The childminder demonstrates a good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage and knows the procedures to follow if she has concerns about a child. She has worked hard since the last inspection to meet the previous recommendation and has reviewed risk assessments, which now cover all areas of the setting and outings. Policies and procedures reflect practice and ensure that children are safe in her care. The childminder is reflective, evaluative and takes into account the views of parents and children to formulate her plans for development. For example, she knows children enjoy being outdoors and has plans to train as a forest childcare practitioner, in order to improve the way that she promotes learning in the outdoor environment. This demonstrates her commitment to improve practice continually in order to meet the needs of the children in her care.

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provision

The childminder has a good understanding of the Early Years Foundation Stage, how children learn and what she can do to support them. She uses observation, assessment and tracking to highlight any possible gaps in children's learning. She then plans activities and experiences to help close the gaps. The childminder monitors the educational programmes to ensure that the youngest children are being well supported in the prime areas. However, activities and experiences are well planned and promote learning across all areas. As a result, children make good progress overall.

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provision

The childminder has very good partnerships with parents and works effectively with them to support children's learning and development. She knows her children and their families well and parents are regularly updated about their progress at drop off and pick up times. The childminder makes the most of services in the community, attending local groups and regularly taking children on outings to the library, shops, parks and local attractions. This helps children to develop social skills and complements the activities and experiences, which they have in the setting. The childminder works closely with childminding colleagues to share good practice and resources. She has developed very good links with the local school, which value working with her. As a result, children's learning and development are very well supported.

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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 318730 Local authority Newcastle Inspection number 868522 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

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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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