Childminder in Northumberland

Inspection date

Previous inspection date 26 March 2015 19 November 2009

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The childminder has a good knowledge and understanding of the requirements of the Early Years Foundation Stage. She recognises how children learn through their play. Completed observations and assessments effectively inform children's next steps in their learning and development. This ensures that children make good progress.  The childminder is sensitive and caring, responding to children's needs as they arise. Children thrive because their physical and emotional needs are well met. Consequently, strong attachments are forged between the childminder and children.  Partnerships with parents and carers are well established. From the outset, the childminder gathers important information about their children's care needs and development. She liaises consistently with parents and carers to ensure there are shared learning opportunities between home and the setting. This promotes consistency in care and learning.

p.1

This provision is good

 The childminder has a clear understanding of the procedures to take to safeguard children. Policies and procedures are implemented consistently and robust risk assessments help to minimise hazards.  The childminder is self-reflective, researching different websites to help her develop her practice and improve any documentation.

p.1

It is not yet outstanding because:

 The range of fiction and non-fiction books and magazines is not very broad and they are not always readily available for children to access independently.  Resources and images reflecting positive images to teach younger children about diversity, disability and other communities and traditions are not widely available.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 enhance the environment further by ensuring that children can always independently access a wider variety of reading materials, such as fiction and non-fiction books and magazines  provide even more resources and opportunities to enhance children's understanding of the wider society in which they live, for example, posters, dressing-up clothes, jigsaws and books.

p.2

Inspection activities

 The inspector viewed the areas where children play, indoors and out.  The childminder discussed aspects of policy and practice with the childminder.  The inspector viewed completed parental questionnaires, taking their views into account.  The inspector checked the evidence of qualifications and the suitability of the childminder.  The inspector viewed a wide range of documentation, including children's learning files, relevant policies and procedures, the childminder's action plan and evidence of training attended.

p.2

who attend. This is good

The childminder offers a wide range of activities and experiences, both indoors and out. She understands how to differentiate activities to suit children's individual needs. Furthermore, she understands how to build and extend children's learning so that they make good progress. For example, young children show an interest in emptying boxes and climbing in and out of them. They are delighted when the childminder involves them in creating a car out of a cardboard box. This combines their interest in transport with that of their pattern of play, for example, emptying and filling. The childminder provides further books and resources to maintain children's interest. However, these are chosen and provided by the childminder, rather than by the child. Furthermore, the range of reading materials is not extensive and they are stored in a cupboard. This means they are not as freely available for younger children. The childminder liaises closely with parents and

p.3

who attend. This is good

carers, sharing observations and assessments to monitor children's development. She effectively works in partnership with parents, helping prepare children physically and emotionally for nursery or school.

p.3

good

The childminder lays positive foundations to establish close bonds with children and families from the outset. She visits children in their own home before starting at her setting. Consequently, children settle quickly with her and are content, happy and self- motivated when they come to play. Younger children are supported in taking turns and sharing and older children are involved in setting and maintaining their own ground rules. As a result, children are well behaved and learn to develop good social skills. The childminder ensures that the indoor and outdoor environment is well resourced and stimulating. She teaches older children about the wider world, including similarities and differences, for example, by learning about some cultural events. However, there are fewer opportunities and resources available to teach younger children about diversity and disability through everyday play experiences.

p.3

provision is good

The childminder's qualifications and recent training and research have a positive impact on her practice and outcomes for children. She has a good understanding of child development. As a result, she monitors children's progress accurately and she keeps children safe and well protected. The childminder is clear about what she would do should she have a concern about a child's welfare or development. The childminder liaises and shares good practice with other childminders in the area, which helps to improve her skills further. The childminder has good links with local schools and nurseries. These established links help when supporting children as they move on in their learning. The childminder demonstrates her commitment to maintaining and improving standards through the implementation of an action plan. Consequently, children's needs are well met and standards remain high.

p.3

Setting details

Unique reference number 506942 Local authority Northumberland Inspection number 869311 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

p.4

Name of provider

Date of previous inspection 19 November 2009

p.4

Telephone number

The childminder was registered in 1993 and lives in Prudhoe, Northumberland. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualification at level 3.

p.4

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.

p.4

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.

p.4

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’.

p.5

Telephone number

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

p.5