Upson, Julie Ann

Inspection date

Previous inspection date 25 February 2015 30 September 2008

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This inspection: Good 2

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder is well qualified. She uses her knowledge well to plan interesting and challenging activities to support children's learning, based on their interests and stage of development.  Strong partnerships are in place with parents. They contribute to the childminder's on- entry assessments, sharing information about their child's learning and development at home. This ensures children's good progress is promoted from the outset and their individual learning needs are successfully met.  The childminder is committed to enhancing her professional development. She uses knowledge acquired from training well, to improve her practice and to support children's achievements.  The childminder works well with other childminders in her local area. They plan shared activities that promote children's learning and extend their knowledge of the wider world.  The childminder and other household members place high priority on keeping children

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This provision is good

safe. They ensure doors are locked at all times when children are present.

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It is not yet outstanding because:

 Occasionally, the childminder asks too many questions. She does not always give children enough time to talk and share their own thoughts, when they look at and share story books together.  There are times when the childminder does not always support children's creativity and enable them to follow their ideas, in order to direct their own 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

 extend strategies to support children's communication skills even further, for example, by using more effective questioning techniques and giving children more time to talk when sharing stories  extend activities so that children are able to follow their own interests and ideas in order to support their creativity.

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Inspection activities

 The inspector viewed all parts of the childminder's home used for childminding.  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.  The inspector viewed regulatory documentation, including evidence of suitability checks, children's details, learning journals and a sample of policies and procedures.  The inspector discussed self-evaluation and how this is organised to drive improvements that benefit the children.

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who attend. This is good

The childminder's teaching is consistently good. She supports children's early number skills particularly well through everyday play-based activities. As a result, children make good progress in their learning and are well prepared with the skills they require for school. The childminder provides picture books and uses props, such as soft toys when reading stories. This helps children to develop an interest in reading. However, occasionally, opportunities for children to extend their already good communication skills even further are not always maximised. For example, the childminder asks too many questions and does not always give children enough time to share their own thoughts, when they look at and share story books together. The childminder plans activities and provides a good range of resources based upon children's interests. However, there are times when the childminder does not maximise opportunities for children to be creative and follow their

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who attend. This is good

own ideas during play. For example, the childminder makes her own suggestions about what children could make, when they explore and manipulate dough.

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good

Children develop strong, positive relationships with the childminder. They are happy and settled and enjoy the time they spend in her home. High levels of care and supervision are provided. As a result, children develop confidence and actively explore the wide range of activities available. They demonstrate high levels of motivation and maintain focus on things that interest them over extended periods of time. Good quality information is gathered from parents when children first start attending. This ensures continuity in children's physical and emotional needs. Children behave very well in the childminder's home. This is because she has clear procedures for responding to changes in their behaviour. This is shared with parents to maintain a joint approach. Children's independence skills are fostered well. They actively seek their own resources and are supported to develop an understanding of the importance of hand washing.

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provision is good

The childminder has a good understanding of the learning and development requirements. She maintains a good overview of the educational programmes she provides; regularly reviewing and amending her provision to ensure all areas of learning are covered. Children's assessments are monitored well. This helps the childminder to identify where correct intervention may be required, to meet children's individual needs. Clear safeguarding procedures are in place. The childminder has a good understanding of the signs and symptoms of potential abuse and knows how to act if she is concerned about a child. Partnerships with local schools are strong. Good information sharing means children's individual needs are well met. The childminder demonstrates a strong drive to improve her provision. She identifies, through consultation with parents and children, areas for improvement. This has a positive impact on children's achievements.

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Setting details

Unique reference number 305893 Local authority Stockton on Tees Inspection number 876765 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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Name of provider

Date of previous inspection 30 September 2008

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Telephone number

The childminder was registered in 1992 and lives in Yarm. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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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

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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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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