Hunter-Jenkinson, Shelly Dawn

Inspection date

Previous inspection date 07/01/2015 06/10/2011

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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 are settled and display a strong sense of belonging. They form close attachments with the childminder as a result of her warm, caring approach and effective settling-in sessions.  Children make good progress in their learning and development. This is because the childminder has a secure understanding of the Early Years Foundation Stage and provides children with a wide range of stimulating and fun activities.  The childminder has a 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 provides a good level of praise and encouragement, which helps to build children's confidence and supports their understanding of acceptable behaviour.

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It is not yet outstanding because

 Arrangements are not fully in place to liaise with all parents about what children are learning at home so this can be taken into account when planning activities to extend children's good learning even further.  Children's interest in stories and books is not fully extended as the childminder is not making the most of puppets and other props to develop children's listening and attention skills.

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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 premises, toys and equipment.

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Inspection activities

 The inspector talked to the childminder and children at appropriate times during the inspection.

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Inspection activities

 The inspector reviewed relevant documentation, including the childminder's self- evaluation document, children's learning journals and a sample of policies and procedures.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and evidence of the suitability of all adult household members.  The inspector observed activities planned by the childminder.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and through letters provided for the inspection.

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Information about the setting

The childminder was registered in 2010. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her child in a house in Darlington. The whole of the ground floor, one bedroom and the bathroom on the first floor are used for childminding. There is an enclosed garden for outside play. The childminder attends community groups and activities within the local area. She visits the shops and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll, all of whom are in the early years age group, Children can 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. She has a childcare qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children. She is a member of the

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Information about the setting

Professional Association for Childcare and Early Years.

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

 explore further ways to help parents share what they know about their children, to promote a consistent approach to supporting children's learning and development, so that they continue to make the best possible progress

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

 enhance young children's listening and attention skills at story time, for example by using puppets and props to further engage them.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She is warm and friendly and knows the children and their individual needs well. The childminder provides a wide range of fun activities, which cover the seven areas of learning. She completes ongoing observations and assessments of children's learning, including the progress check for children aged between two and three years. This enables her to identify any gaps in children's learning and to plan a good balance of adult-led and child-initiated experiences. This supports children to make good progress in their learning and development in preparation for starting nursery or school.

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who attend

The childminder skilfully questions children as they play, encouraging them to think. For example, as children make their own 'spotty bags' using paint and large sheets of paper she asks them to name the different colours and count the spots. Communication and language development is supported by the childminder as she carefully listens to the children and engages them in constant discussion throughout their activities. She sits on the floor with them, gives them lots of eye contact and repeats words back to them. Children show great interest in choosing items to buy from the shop. The childminder is skilled at encouraging children to 'have a go'. Consequently, children learn to press the buttons to open the cash register and 'scan' the different foods. Good use is made of local community facilities to help children learn about the world they live in. For example, the childminder carefully selects appropriate community groups to help develop children's

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who attend

social skills. Children are able to access a good selection of books and eagerly choose a book for the childminder to read. They sit on the floor together, with the childminder asking them questions about the different characters. However, children's attention and listening skills are not always fully extended. This is because the childminder has not introduced puppets and props linked to the books. As a result, children are not always fully engaged as they have nothing to hold, feel and use to act out the story being read to them.

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who attend

Parents comment that they are happy with the progress their children make in their learning and development. The children's learning journey files are shared with parents and the childminder keeps parents verbally informed about their child's experiences on a daily basis. However, the childminder does not use her close links with all parents sufficiently well to gather in-depth information about children's ongoing achievements and interests at home. Therefore, children's full range of experiences are not shared and taken into account when planning activities, to extend children's good learning even further.

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

The childminder has established caring and secure attachments with children in her care. Her warm and friendly approach means that children are happy and content as they play in her welcoming and interesting environment. She knows the children well; they show they are confident in her care as they come to her for cuddles and look to her for reassurance. As a result, children's emotional well-being is fostered well and they feel safe and secure in her care. The childminder demonstrates a genuine commitment to helping children to settle into her care. For example, she obtains detailed information from parents about children before they begin in her care, such as their likes, dislikes, sleep patterns and comforters. Alongside this, she offers gradual settling-in periods as agreed with parents. This promotes a seamless move from home into the childminder's care and means that children have their individual needs well met.

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

The childminder provides consistent routines and boundaries so that children learn about acceptable behaviour. She is a good role model for children, treating them with respect and modelling good manners. The childminder plans activities to encourage sharing and turn taking. She also attends community groups and regularly meets other childminder colleagues and their children. This means she can support children to play alongside each other and develop their confidence in larger groups. Children are confident and show high levels of independence as they are encouraged to do things for themselves. For example, children take off their own coat, put on their own slippers and enjoy helping to tidy up the toys when they have finished playing with them. These skills prepare children well for the next stage in their learning. The conservatory area is set up so children can independently access a wide range of toys and activities. These include resources which reflect positive

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

Children enjoy healthy meals and snacks prepared by the childminder, who takes into account dietary requirements and parental wishes. The childminder involves children in this as she supports them in peeling and chopping their own fruit and adding the tuna and sauce to the pasta bake. Consequently, children gain a good awareness of the importance of healthy lifestyle choices. Good daily practice reinforces children's understanding of hygiene. For example, children wash their hands before eating and after using the toilet. Children have ample opportunities to be outdoors, be active and spend time in the fresh air. For example, they enjoy playing in the well-resourced garden, where they have fun rolling the balls, bounce on the small trampoline and use chunky chalks on the large blackboards. In addition, by taking children to the park and soft-play centres, the childminder provides good opportunities for them to take safe risks as they climb, balance

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

and use larger apparatus. These activities, effectively promote children's good physical development and helps them understand the importance of exercise and leading a healthy lifestyle. The childminder involves children in a broad range of activities that help them learn about safety. For example, she involves them in regular fire evacuation practices and she talks to them about road safety on outings. Children confidently tell adults that ovens can be hot and only adults are allowed to touch them.

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provision

The childminder fully understands her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She successfully meets these by providing a safe, welcoming and stimulating environment in which to care for children. She has a secure knowledge of safeguarding and is confident about what she needs to do should she have any concerns about children within her care. The childminder places a high priority on keeping children safe. She is vigilant in her supervision of children and conducts risk assessments to help her identify potential hazards in her home and on any outings. Adults living in the home have been checked to ensure that they are suitable to be in contact with children. All required documentation is in place and kept appropriately. Consequently, children in her care are securely protected from harm.

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provision

The childminder has a good understanding of her responsibilities in meeting the learning and development requirements. She effectively monitors children's progress by making good use of tracking documentation, to help her to identify their achievements in each area of learning and any gaps in their learning. The childminder is highly reflective. She successfully evaluates her provision in order to maintain and improve her already good knowledge and practice. She values the views and feedback from parents and children and recognises her own strengths and areas for development. For example, she has plans in place to make her garden even more interesting and appealing for children. The childminder welcomes the support she receives from local authority advisers and other childminders. The recommendations made at her last inspection has been positively met. For example, the childminder now records the practising of the emergency evacuation

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provision

procedures. Children benefit from the successful partnerships the childminder has with parents. Parents speak very highly of the childminder. They say, 'Our child has blossomed and is very comfortable in the childminder's care'. Daily verbal feedback and clearly written policies and procedures ensure parents are kept fully informed of their child's care which helps to ensure children's needs are met. The childminder does not currently care for any children who attend any other early years settings. However, she understands the importance of sharing information with other providers to promote continuity of care and learning.

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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 EY408061 Local authority Darlington Inspection number 850882 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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