Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 12/01/2015 16/04/2009

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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 quality of teaching is good. The childminder uses her knowledge of children's individual interests to provide them with interesting resources and activities. Consequently, children are motivated to learn.  Children form strong bonds with the childminder, and are settled and content. This is because she provides a caring and nurturing environment that effectively promotes their emotional well-being.  The childminder pays good attention to safeguarding children. She has a good knowledge of her role and responsibility in this area, which means she can respond promptly to any concerns and keep children safe.  Partnerships with parents are promoted well. The childminder works hard to establish good relationships with parents so that information about the children is constantly shared. This promotes children's emotional well-being.

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It is not yet outstanding because

 The childminder does not always maximise every opportunity to build upon older children's mathematical skills, such as counting, when she joins in with their play and everyday activities.

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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 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 the children throughout the inspection.

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Inspection activities

 The inspector took account of parents' views, through written documentation and the information from the setting'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 1995 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in a house in Gosforth. The whole of the ground floor and the rear garden are used for childminding. The family has a dog as pet. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 10 children on roll, of whom three are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 7.30am to 5.30pm, 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:

 enhance opportunities for older children to develop their mathematical skills to the fullest potential, by encouraging and modelling counting in their self-chosen play and everyday activities.

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who attend

The childminder uses her secure knowledge and understanding of the Early Years Foundation Stage to support children and help them to make progress in their learning. In particular, she supports their communication and language development very well. She listens attentively to what children have to say and responds with interesting questions to develop children's critical thinking skills. The childminder and children enjoy these conversations and talk about a wide range of subjects. As a result, children are confident communicators. The childminder is also adept at promoting children's independence. For example, they are encouraged to dress themselves, tidy away toys and tend to their personal needs. This strong focus on these important areas of children's learning means that children are acquiring the necessary skills required for their next stage of learning, such as the move to school. The childminder completes observations and regular

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who attend

assessments of children's achievements, resulting in clear decisions about children's next steps in learning. This, combined with an effective system to consistently track children's progress, enables the childminder to promptly identify any potential gaps in their learning and to monitor their progress. As a result, she is able to plan specific activities to raise children's attainment to the expected levels of development. The childminder engages in daily discussion with parents about their children's development and shares their learning journals with them. In addition, she provides ideas to extend children's learning at home. As a result, children benefit from a consistent approach to their learning and development. The childminder has created a welcoming environment where children are motivated to make choices and largely direct their own play. She devotes her time and attention to supporting children as they play. For example, she introduces a tray of pretend snow and

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who attend

ice cubes. Children thoroughly enjoy this new experience and comment that 'It feels cold and wet'. Good opportunities are provided by the childminder to encourage children to use their creative skills and imagination. For example, they decorate their biscuits with icing and observe how it changes from being very runny into a thick mixture. These first-hand experiences help children to learn and foster their natural curiosity and exploration. However, the childminder does not always expand other aspects of learning during their spontaneous play. For example, older children are not encouraged to count the number of ice cubes or the number of biscuits they decorate to help further develop their mathematical skills. There are lots of labels and print in the environment for children to constantly view and use to begin to develop their early literacy skills. This, combined with access to a variety of mark-making resources, such as pens and crayons means children

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who attend

are keen to practise their early writing skills. For example, a child announces that she has to write her name on her drawing. This shows that children are beginning to write for a specific purpose. The childminder raises children's awareness and respect for difference and diversity through activities and books that celebrate similarities and differences. Daily walks to schools and pre-school groups, regular trips to the park and access to outdoor play in the garden, ensure children gain regular exercise and have good opportunities to develop physical skills.

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

The childminder has well-planned settling-in visits which help children get to know her and their new surroundings. She uses this time to collate valuable information from parents about their children, which enables her to respect home routines and preferences. As a result, children are happy, settled and secure in the care of the childminder, and the move between home and the childminding setting is smooth. The childminder creates a welcoming, child-friendly environment, where resources and toys are accessible by children, helping to promote their independence. Artwork and colourful posters are displayed, making the environment even more welcoming. Children's independence is encouraged and fostered as they choose what they want to play with or help put away the toys, ready for the next game. Children's behaviour is very well supported, because the childminder has realistic expectations of them. She acts as a good role model and displays

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

a calm approach. Children are beginning to learn right from wrong as the childminder helps them to understand rules and boundaries. She acknowledges when children behave positively and they are very responsive to the praise and encouragement they receive. As a result, children gain confidence and their self-esteem is boosted. The childminder regularly attends local toddler groups, where children have the opportunity to take part in different activities. They also socialise with other children and adults, and this helps them to develop their confidence and make new friendships.

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

Children are encouraged to develop healthy lifestyles and their physical development is promoted well. They go for walks in the local area, play at the park and visit soft play venues so they get plenty of fresh air, exercise and stimulation, which helps promote their health and well-being. The childminder works closely with parents to ensure children are provided with healthy options in their lunch boxes. She uses snack and mealtimes to chat with children about eating healthily and why they need to maintain a balanced diet. Children learn to become independent with their self-care skills, and the childminder teaches them the importance of basic hygiene. For example, she encourages children to wash their hands before eating and after using the toilet. As a result, children develop an awareness of their own personal needs, and their growing need for independence is well promoted. Children learn to keep themselves safe through practical daily routines and the

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

childminder's guidance. For example, they are taught how to cross the road safely and practise how to evacuate the premises in an emergency. As a result, children gain a good understanding of how to keep themselves safe in an emergency.

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provision

The childminder has a good understanding of safeguarding procedures. She has completed e-learning training on safeguarding issues and closely supervises the children in her care. The childminder is aware of the signs and symptoms which might cause her concern and understands the procedures she should follow should she need to report this to the relevant professionals. This includes the relevant procedure should an allegation be made against herself or family member. All members of the household have been checked to establish their suitability to be with children. Written risk assessments are undertaken, which include the different areas of the childminder's home, garden and outings. These help to keep children safe and enable effective action to be taken to manage and eliminate risks. The childminder has a good understanding of the learning and development requirements. Planning is flexible and takes account of children's interests,

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provision

next steps in learning and preferences for learning. This ensures that all children make good progress towards the early learning goals.

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provision

Partnerships with parents are good. Information is sought from parents regarding their child's routine, individual care needs and particular preferences, so the childminder can provide consistent care for each child. She encourages a two-way flow of information with parents so they know all about their child's day. Parents are provided with all the childminder's policies and procedures which underpin the service offered. They are involved in contributing their views and suggestions through informal chats in order to bring about future improvement. Over time the childminder has developed close links with the local schools and pre-schools, which enables her to work with children's other carers to ensure their needs are met and important information is passed on to parents. The childminder evaluates her practice and she seeks the views of parents and children to help her in this. This means that the childminder has an understanding of her strengths and

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provision

weaknesses. She also recognises the need to continue to evaluate her practice to identify area of improvements. Action taken is well targeted to bring about improvement in outcomes for children. For example, the childminder has covered a large section of the garden with bark chippings so children can use the space all year round. She has also sunk the trampoline into the ground, which has enhanced children's safety. The childminder shares good practice with other childminders. She uses this mutual support well to help her keep up to date and develop her knowledge further, in order to ensure her provision meets the needs of all children.

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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 319039 Local authority Newcastle Inspection number 868549 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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