Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 13/01/2015 14/05/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children make excellent progress in communication and language. This is because the childminder is highly skilled in adapting her language to meet the needs of the individual children in her care.  Children make rapid progress in their learning because the childminder has an excellent understanding of where children are in their learning and provides a rich, varied and unique educational programme, with consistent and precise assessment for individual children.  Children have an excellent relationship with the childminder. They feel exceptionally safe and secure because of the extremely close relationship they have with her.  The childminder is proactive in her work with parents, as she has established excellent partnership working. Regular, highly detailed communication means that parents have a clear understanding of where children are in their learning and how they can support them further.  Children are extremely safe in the setting because the childminder has robust

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This provision is outstanding

safeguarding procedures in place and has a secure knowledge, so as to ensure children's safety.  The childminder has established extremely successful partnerships with other providers. She places a high priority on establishing and maintaining a shared understanding and common approach to support the children in her care.

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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 all parts of the childminder's home used for childminding.

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Inspection activities

 The inspector observed play and learning activities and spoke to the childminder and children at appropriate times during the inspection.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector viewed regulatory documentation, including evidence of suitability for all household members, children's details, learning files and a sample of policies and procedures.

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Inspection activities

 The inspector took account of written comments provided by parents for the purpose of the inspection.

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Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in a house in Kingston Park, Newcastle upon Tyne. The whole of the ground floor and the rear garden are used for childminding. The childminder attends toddler groups and some activities at the local community centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, of whom one is in the early years age group and attends 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. The childminder cares for children with English as an additional language.

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

 enrich the highly stimulating environment further by increasing the range of resources that are accessible to very young children, in order to enhance their excellent independence skills.

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who attend

The childminder has an extremely secure understanding of the Early Years Foundation Stage. She plans inspiring and highly motivating activities across the seven areas of learning, which take into account the needs of the individual children within the setting. For example, children enjoy painting outside and older children enjoy craft projects that they undertake with the childminder. Young children are highly motivated as they play with dolls and explore how to fasten and unfasten the baby carrier. Highly skilled intervention means that the childminder extends and challenges children's learning extremely effectively. For example, when children are exploring fastenings on a dolls baby carrier, she gives them time to explore first, before intervening and showing them how to do it and giving further support. She seizes opportunities to extend children's interest when they demonstrate an interest in zips and other fastenings. As a result, children are

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who attend

highly motivated to learn. The childminder has an excellent understanding of where children are in their learning because she uses extremely detailed information from parents and her own observations to establish their starting points. Her assessments are precise and focus on what children have achieved and what they enjoy doing. She monitors children's achievements effectively, which gives her a very accurate understanding of where children need further support. She shares this information with parents on a regular basis so that parents know exactly where their child is at and how they can support them further. She works effectively with schools to support children's individual learning. This ensures that there is optimal challenge for all children, so that they all make rapid progress in relation to their starting points.

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who attend

The childminder places a high priority on the development of communication and all children, including those with English as an additional language, make rapid progress in their development of language. Very young children use language confidently to combine two and three words together into phrases and ask simple questions. The childminder talks to the children constantly, engaging children in conversation about things that are meaningful to them. She is incredibly skilled at adapting her language to meet the needs of the individual children. For example, she uses simple five-word phrases to comment on what young children are doing to extend their language further. She also talks to parents and finds out key words in a child's native language to further support children with English as an additional language effectively in the setting.

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who attend

Children learn in a highly stimulating environment where books and counting are an integral part of the routine. A range of stimulating books is put out to support children's growing interest in books. As a result, children enjoy looking at books with the childminder and very young children begin to identify print in books. Children listen entranced as the childminder makes up her own stories that are highly relevant to the individual children in her care. The childminder promotes counting extremely well. Children see counting as a regular part of the daily routine and join in confidently reciting numbers to five as their nappies are changed or as they take blocks apart. This means that children are exceptionally well-prepared for the next stage in their learning. Children take part in a range of activities to develop their physical skills. Opportunities, such as painting outside and taking part in the varied craft activities, planned by the childminder, or visiting the

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who attend

park, mean that children have a variety of opportunities to develop their small and large muscle skills. They demonstrate excellent small muscle skills as very young children enjoy exploring how blocks can be stacked on top of each other.

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

The childminder has a superb relationship with the children. She is calm, patient and caring and children clearly enjoy their time with her. Children feel part of the family as they greet other family members with great enthusiasm. They enjoy talking with the childminder about people and things that are meaningful to them. Children clearly enjoy key aspects of the routine, such as nappy changing, when they giggle in anticipation of the tickly spider at the end. This demonstrates that children are emotionally secure. The childminder has an excellent relationship with the whole family and parents value the emotional support offered to them. She goes above and beyond to support them during difficult circumstances. This ensures that children are extremely well supported. Children's behaviour is excellent as they are fully engaged in their activities. They learn to play alongside each other, take into account other children's ideas and share resources. Highly

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

effective intervention means that children are encouraged to listen and take account of the ideas of others in their play. These skills mean that children emotionally prepared for the next stage in their learning. Children play in a highly stimulating, attractive and safe environment with clean, age- appropriate and well-maintained toys and equipment that effectively support their overall well-being and care. The environment promotes children's independence as resources are stored in labelled boxes, which children are encouraged to access independently. However, there is scope to enhance this further by increasing the range of resources that are accessible for very young children. Children's independence skills are developed from a very early age as they are encouraged to try things themselves first. They have places to hang coats and put shoes, which helps them to feel at home in the setting and enables

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

them to access things independently. Children have a very good understanding of how to keep themselves safe as they talk confidently about how to leave the home in case of an emergency. They have a clear understanding of how they can stay safe outside. The childminder promotes children's good health and self-care through routines and regular fresh air and exercise. For example, they play outside on a daily basis and walk to school. This helps children to develop an awareness of the importance of physical exercise. Children are encouraged to wash their hands before snack and after playing outside and older children can manage their own personal hygiene. They enjoy a range of healthy meals and children have an excellent awareness of how they can keep themselves healthy.

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

The childminder has an extremely flexible settling-in programme. This is tailored to meet the needs of the individual child and family. She offers visits with and without parents to encourage children to get used to her and the setting. The childminder obtains a very detailed picture of the child through highly comprehensive and well-thought out entry profiles. As a result, children are well-prepared for starting in her setting and the childminder is able to meet children's individual interests and needs extremely well. This eases children's transition from home to her care. The childminder also places a high priority on helping children to settle into school or nursery. She talks to children about the school or nursery and takes them on visits prior to starting. The childminder also talks to school staff and this ensures that children settle into school or nursery easily.

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provision

The childminder has an extremely secure understanding of her responsibilities in meeting the welfare and learning and development requirements of the Early Years Foundation Stage. The childminder has an in-depth understanding of safeguarding procedures. She has recently attended a safeguarding course and talks confidently about what she would do if she had a concern about a child in her care. She has an up-to-date list of people to contact if she needs advice. The childminder has highly comprehensive policies that have been updated, which she shares with parents. Her documentation is meticulously organised, easily accessible and underpins her practice extremely well. She has an excellent awareness of her responsibilities when administering medication and treating minor accidents and holds a valid first-aid certificate. Children are kept safe inside and outside of the setting because extremely detailed risk assessments are carried out and

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provision

visitors are signed in and out of the setting. Self-evaluation is excellent because the childminder effectively identifies what she does well and what she wants to improve. She involves parents and children in the evaluation of the setting, and works with them closely on an individual level to ensure the provision meets the needs of individual children. As a result, she now includes time for children to do their homework or read to her, to support the families further. The childminder is highly motivated to improve her practice. She has recently completed her National Vocational Qualification at level 3 in childminding practice. This has helped her to review the provision she offers. Meticulous assessments, matched to the Early Years Foundation Stage, mean that the childminder knows where each child is at in their learning. As a result, she is able to highlight gaps in children's learning and plan highly appropriate

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provision

interventions to provide optimal challenge for each child. This enables the children to make very rapid progress.

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provision

Partnerships with parents are superb and parents comment that their children make rapid progress with the childminder. They feel that their children are always extremely happy and settled and thrive in the home-from-home environment. Parents value the rich and varied range of activities that children take part in while they are in her care. Verbal daily feedback and electronic messaging mean that parents know what their children have been doing and how they can support them further. The childminder's relationship with local schools and other professionals is excellent. She receives all newsletters and planning and complements what the school are doing exceptionally well. For example, she uses resources provided by the school to support children's early reading skills. She also attends many events in school to further support the children in her care. Therefore, the childminder ensures there is a seamless approach to children's learning and development

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provision

in the school and setting. The childminder also seeks prompt support and advice from other agencies when necessary to ensure children are effectively supported to make the best possible progress in her care.

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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 318971 Local authority Newcastle Inspection number 868540 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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