Miller, Maria

Inspection date

Previous inspection date 13/01/2015 08/01/2009

p.1

early years provision

This inspection: 2 Previous inspection: 1 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

p.1

This provision is good

 Children are safeguarded well. This is because the childminder has a good understanding of her responsibilities. Consequently, children are protected and cared for in a safe and well-maintained environment.  The childminder successfully promotes children's self-esteem and confidence through her use of praise and encouragement. As a result, children are happy, settled and relaxed as they play.  The quality of teaching is good. The childminder has a good understanding of how to support children's learning. As a result, children engage in a wide range of interesting activities, which contribute to their continued good progress.  The environment is welcoming and very well resourced. A good range of toys are easily accessible to children, which encourages them to make independent choices in their activities.

p.1

It is not yet outstanding because

 The childminder does not always obtain updates from parents about their child's learning and achievements at home to use in her assessments and planning to extend their learning.  Opportunities to extend children's independence skills, for example, during routine snack activities are not maximised.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children's activities and the areas of the home that they have access to.

p.2

Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector viewed and discussed with the childminder regulatory documentation regarding children's details and a sample of policies, risk assessments and safety procedures.  The inspector checked evidence of qualifications and suitability of the childminder.

p.2

Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to work with an assistant who she works with occasionally. She lives with her husband and adult daughter in a house in Sunniside, Gateshead. The whole of the ground floor, rear garden and a bedroom on the first floor are used for childminding. The family has one dog as a pet. The childminder attends a toddler group and activities at the local children's centres and local schools. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently seven children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

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

 obtain regular updates from parents about their child's learning and achievements at home and use this information to extend their learning.

p.3

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

 enrich children's already good independence skills further, for example, by allowing them to take part consistently in activities, such as handing out plates and cups at mealtimes and allowing them to serve their own food and pour their own drinks.

p.3

who attend

The childminder is very effective at meeting the children's individual needs and interests. Her understanding of the Early Years Foundation Stage means that children are provided with a wide range of activities, which supports their development and confidence to make independent choices well. Observations and the childminder's assessments of progress demonstrate that children are working well within the typical range of development expected for their age. The childminder's good communication with parents enables them to share daily news about their children. She also provides information and resources that support parents in extending their child's learning at home. However, the childminder does not obtain regular updates from parents about how their child has been learning and developing at home. As a result, the childminder does not consistently include this information in her planning, to promote children's development to the maximum. The

p.3

who attend

childminder completes the progress check for children aged between two and three years, to share relevant information, including a written summary of progress, with parents and other professionals where appropriate. Consequently, the childminder and parents work together effectively to ensure that children make as much progress as they can.

p.3

who attend

The quality of teaching is good. The childminder ensures there are good resources available for children that are of interest to them. As a result, children become absorbed in their activities and begin to develop good concentration skills. For example, even the youngest children within the childminder's care are happy to sit and play with the older children in the group. They all happily become engrossed in play as they use cutters and rollers to make various shapes with the dough. The childminder asks purposeful questions to engage their interest further, asking children to describe the shapes, which they make and discussing with them size and quantity. Pre-school children skilfully identify the shapes and use simple mathematical terms, such as lots and tiny, demonstrating their early understanding. Younger children discover texture and shape as they use their hands to make patterns on the dough. Children's small muscle control is developing well as they

p.4

who attend

have opportunities to use a variety of tools that require the use of their fingers. In addition, they skilfully handle and match the pieces of train track together as they play happily on the floor.

p.4

who attend

Children have high levels of self-esteem because the childminder listens to and values their contributions. They are confident and eager learners and demonstrate their sense of well-being by confidently asking for help if needed. Children gain an awareness of how things work through a variety of cause and effect toys. They are becoming confident communicators and demonstrate good recall skills as they confidently explain that when the interactive turtle is turned on in the dark it shines, displaying stars and moon shapes. Children participate in a wide variety of activities that further promotes their physical development. For example, they enjoy pushing the doll's pushchairs around the playroom and have daily access to outside play. Children enjoy listening to familiar stories and a well-stocked reading area is available for them with books, depicting a wide range of topics. This supports and develops their growing knowledge of the world around them.

p.4

who attend

They independently select books and sit on the childminder's knee, listening intently to stories read to them. The childminder makes good use of local places of interest, such as countryside parks and the shops where they buy food produce for meals and cooking activities. At all times, the childminder encourages, supports and praises the children, so that they feel valued and good about themselves. Therefore, children are interested and are making good progress in developing the skills, which they need, to prepare them for their next stage of learning, such as moving onto nursery and school.

p.4

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

The childminder is skilled and sensitive in enabling children to build secure emotional attachments and it is evident through their play and interactions with her that they feel valued and supported. Therefore, children are very happy and settled and they have a strong sense of belonging. For example, they approach her confidently climbing on her knee for support and reassurance and she responds to them warmly. The childminder offers flexible sessions for children starting in her care. She talks to parents and receives information about children's routines, dietary requirements, care needs and parents' preferences. This, along with knowledge of their achievements and abilities at home, helps the childminder provide continuity of care and learning. This effectively supports a smooth move for children from their home to the childminder's care. Children visit regular play sessions in the community and the childminder takes them to and from school. This

p.4

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

regular interaction with larger groups prepares children for their move to nursery and school. These skills help children to learn about their own feelings to enable them to form positive relationships. She encourages the children to be independent and to manage their own personal needs. They confidently access their own resources and initiate their own play. However, they are less involved at snack time because they are not encouraged to prepare and serve their own food.

p.5

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

The environment is welcoming and very well resourced. A good range of toys are easily accessible to children, which encourages them to make choices in their activities. These include resources, which reflect positive images of difference and diversity. This promotes opportunities for children to learn about similarities and differences between themselves and others. Children's behaviour is good and they display good manners. The childminder helps children to understand what is expected of them and she encourages them to say 'please' and 'thank you' at appropriate times. She encourages them to be kind to one another and is skilled in her approach in supporting them to take turns and share toys. In addition, she is a good role model and speaks to children politely and respectfully and listens to what they have to say. She uses regular praise and encouragement, which ensures children feel self-assured and are developing good social skills.

p.5

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

Children have direct access to the childminder's garden, which enables them to independently play in the outside environment, depending on their preference. This provides them with daily opportunities to be active. Also, trips to local countryside parks and local shops support their understanding of their own local community. Children are becoming increasingly aware of their own safety and the safety of others. For instance, they practise fire drills and learn the importance of road safety through discussion and the activities, which they engage in. Tidy-up routines also help children to keep the indoor environment safe and free from hazards. Healthy meals and snacks are provided for children to eat, so they learn about healthy lifestyles. Children have water freely available throughout the day, which ensures they have plenty to drink and do not become thirsty.

p.5

provision

The childminder has a good knowledge and understanding of the learning and welfare requirements of the Early Years Foundation Stage. She has a wealth of experience in working with young children and holds a childcare qualification at level 3. Children's safety and well-being are given high priority, as the childminder implements robust safeguarding procedures to effectively safeguard those in her care. She uses effective risk assessments for her home and outings. This means that she minimises hazards and maintains a safe environment for children. This is supported by appropriate levels of supervision at all times. She demonstrates a clear understanding of the procedures she would take should she have concerns regarding a child's welfare. She has appropriate contact numbers for support and advice in place. The childminder is fully aware of her responsibilities when administering medication and both she and her assistant hold valid first-aid certificates.

p.5

provision

Although, the childminder's daughter is employed to work as her occasional assistant, she is currently on maternity leave and not working with the children at present. However, both attend relevant training to further enrich their skills and knowledge. This demonstrates that the childminder supports her assistant to develop her practice and continues to demonstrate a good capacity to improve. The childminder has implemented positive changes since the last inspection, effectively addressing the recommendation raised. For example, she continues to source and attend relevant training to enhance her childcare knowledge further. The childminder has a good understanding of her responsibility in meeting the learning and development requirements. She monitors the educational programmes to ensure that all areas of learning are covered. She uses observations and assessments effectively to monitor progress and plan the next steps in

p.6

provision

There are good partnerships with parents, which makes a strong contribution to meeting the children's individual needs. Parents speak highly of the care the childminder provides and make comments. For example, they are extremely happy with the way their child has made progress and their child's development has been greatly improved in the social skills, which they have gained. They state they can go to work safe in the knowledge that their children are cared for in a loving and caring environment. In addition, the childminder continues to develop good relationships with local schools and information is shared to support learning, progression and smooth transitions. This demonstrates a good knowledge of her responsibility to prepare children as they move onto school.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY301374 Local authority Gateshead Inspection number 848884 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10