Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 30 January 2015 8 February 2011

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Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Good 2

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The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 The childminder does not effectively use her observations to accurately assess children's next steps in learning in order to plan high quality challenging experiences that help them make good progress.  Opportunities for parents to share what their children do at home and to contribute to their children's learning and development, particularly their starting points, are not yet fully developed.  The childminder does not yet consistently exchange information about children's ongoing development with other providers to fully support continuity of children's learning between settings.  Self-evaluation is not yet precise enough to fully identify and plan priorities for improvement and successfully involve parents and children's views.

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It has the following strengths

 Children have secure relationships with the childminder due to the strong bonds they develop in their time at her setting. Children are happy and settled and approach the childminder easily, as she is warm and caring.  The childminder has a good knowledge of safeguarding procedures, which helps to keep children safe.  The childminder promotes young children's early communication and language skills. She sensitively communicates with them and talks about what is happening during everyday routines and their play.  The childminder promotes healthy lifestyles, by providing children with healthy snacks and promoting their physical development through a range of well-planned activities.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 ensure that regular observations identify the next steps in children's development and activities are planned to provide challenge to help children make good progress towards the early learning goals  improve partnerships with parents and other settings to share information about children's learning.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 strengthen the depth of information sought from parents when children begin at the setting to identify what children have already learned and can do in more detail and use this information to complement their initial assessments within the setting  improve self-evaluation by incorporating views of parents and children more effectively and prioritising targets for improvement that will raise the overall quality of practice and the level of children's achievements.

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Inspection activities

 The inspector took account of the views of parents, through their written feedback to the childminder.  The inspector observed the children present and carried out a joint observation with the childminder.  The inspector observed activities in the childminder's house and talked with the childminder.  The inspector looked at children's assessment records, evidence of suitability of household members, the childminder's self-evaluation and a range of other documentation, including the safeguarding procedures.

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who attend. This requires improvement

The childminder provides a good range of activities to promote children's development across the seven areas of learning. Children have free access to a wide range of toys and resources that help them develop independence. The childminder does not use observation and assessment well enough to plan for children's next steps in learning. As a result, not all children make good progress. The childminder uses opportunities to extend language by constantly talking with the children, reading stories and singing. As a result, children are making some progress in their language development. Parents are kept informed about their children's achievements. However, the childminder does not gather detailed information from parents, to enable her more effectively build on what the children know and can do.

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good

The environment is safe and welcoming with a variety of resources both indoors and out. Children develop warm bonds and emotional attachments with the childminder; they enjoy her praise and consistent reassurance. Interaction is positive and the children show they are attached to the childminder as they seek her out for comfort. The childminder encourages good manners. For example, children say 'please' and 'thank you' at snack time, the childminder then responds with praise. Good behaviour is valued and encouraged by the childminder. As a result, children behave well and are developing their self-esteem. The childminder encourages children to be independent, but responds quickly to their requests for support. Regular trips to toddler groups develop children's social skills and confidence. This means that children are developing the emotional security needed to help them cope with moving on to other settings and school when the time comes.

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provision requires improvement

The childminder implements a suitable range of policies and procedures to promote children's health and safety. She demonstrates a suitable understanding of possible symptoms of children at risk and is aware of procedures to follow if she has child protection concerns. This means that the risk to children's safety is minimal. The childminder has a reasonable understanding of the learning and development requirements. She does not always check that activities provide children with appropriate challenges to extend their learning. Systems for evaluating practice are developing. However, these are not yet fully robust. The childminder has kept up to date with mandatory training, such as paediatric first aid. However, she has not identified further training that will improve her practice and have a positive impact on children's development. The childminder does not share information about children's learning with

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provision requires improvement

school settings. This means that continuity of their learning is not fully supported. The childminder forms friendly relationships with parents. She shares basic information on a daily basis on how their children's day has been and what they have been doing.

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Setting details

Unique reference number EY288473 Local authority Newcastle Inspection number 981385 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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Name of provider

Date of previous inspection 8 February 2011

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Telephone number

The childminder was registered in 2004 and lives in Newcastle upon Tyne. She operates from 7.30am to 6pm, Monday to Friday, all year round, except bank holidays and family holidays. The childminder receives funding for the provision of free early education for two-year-old-children.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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Telephone number

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

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