Childminder in Stockton-on-Tees

Inspection date

Previous inspection date 1 July 2015 23 July 2010

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 quality of teaching is good because the childminder effectively follows and extends children's individual interests to support their future learning. Consequently, children gain the necessary skills needed for the next stage in their learning at school.  The childminder successfully promotes children's communication and language skills. She interacts well with them and continually talks throughout their play. Older children are challenged to develop their thinking skills because the childminder asks a variety of effective questions.  Children are happy, content and relaxed because they have formed positive relationships and secure attachments with the childminder. The environment is homely and welcoming, which effectively fosters children's well-being.  The childminder has a good understanding of how to manage children's behaviour and works closely with parents to ensure a consistent approach. Children receive regular

p.1

This provision is good

praise and encouragement, which enhances their confidence and self-esteem.  Children are safeguarded well because the childminder knows what procedures to follow if she has any concerns. She is also aware of the possible signs and symptoms of abuse.  The childminder has a childcare qualification at level 3 and has attended relevant training, including safeguarding, first aid and food hygiene. This means she fully understands how to implement the requirements of the Early Years Foundation Stage.

p.1

It is not yet outstanding because:

 The childminder does not always ensure parents contribute to the initial assessments of children's starting points on entry, in order to obtain a complete picture of children's learning and development.  The childminder does not make the best use of opportunities to extend older children's mathematical skills throughout their activities.

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

 gather more detailed information from parents about their children's capabilities on entry to the setting, to inform initial assessments and promote more rapid progress from the outset  enhance older children's mathematical skills, for example, by further developing opportunities for them to count and use numbers throughout their everyday play.

p.2

Inspection activities

 The inspector viewed all areas accessed by the children.  The inspector observed play and learning opportunities for the children.  The inspector carried out a joint observation with the childminder.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector looked at and discussed a range of records, policies and procedures with the childminder, including evidence of qualifications and the suitability of all adults in the household.  The inspector took account of the views of parents through written questionnaires obtained by the childminder.

p.2

who attend. This is good

The childminder ensures parents have a clear overview of their children's achievements. She provides them with verbal feedback and shares written information through the use of a daily diary. This enables parents to continue their children's learning at home. However, when children first start attending the setting, the childminder does not always encourage parents to share information about what their children can already do. This means she is unable to use this information to help her to establish children's starting points. The childminder completes observations and assessments to ensure children make good progress. Children are interested and motivated in their learning because the childminder provides them with a varied range of fun and enjoyable activities. Younger children show delight and respond by smiling and laughing as they listen to different noises and sounds when using the ride-on toys. Older children thoroughly enjoy engaging in imaginary play,

p.3

who attend. This is good

where they pretend to be a fire fighter and doctor. The childminder uses this activity to support children's literacy skills as they listen well to stories about people who help us. Children learn about mathematics when the childminder talks to them about size and shape as they fill and empty containers during sand play. However, she does not always encourage older children to count or use numbers, for example, when using small-world resources or playing in the outdoor area.

p.3

good

Children's personal, social and emotional development is effectively fostered because the childminder makes good use of community activities. This enables children to socialise with others and develop their independence. In addition, the childminder arranges regular outings, such as visits to the local park, a soft-play venue and the beach. This supports children's physical skills and their understanding of how to manage risks safely. Healthy lifestyles are well promoted and children learn about keeping themselves safe because the childminder uses constant reinforcement throughout their activities. The childminder is caring and sensitive to children's individual needs, for example, she offers appropriate support and guidance to younger children at mealtimes. The childminder understands the importance of working in partnership with local primary schools and sharing information with teachers. This ensures children are well supported for their future move.

p.3

provision is good

The childminder effectively implements a good range of written policies, procedures and risk assessments. This ensures children are cared for within a safe and secure environment. The childminder has established relationships with the local authority and other childminders in the local area. This enables her to discuss practice and to enhance children's future learning and development. This is further promoted as the childminder uses self-evaluation to identify her strengths and areas for future improvement. The views of others are also considered in this process, for example, parents complete questionnaires to offer their feedback and opinions.

p.3

Setting details

Unique reference number 305724 Local authority Stockton on Tees Inspection number 867624 Type of provision Childminder Registration category Childminder Age range of children 0 - 9 Total number of places 6 Number of children on roll 7

p.4

Name of provider

Date of previous inspection 23 July 2010

p.4

Telephone number

The childminder was registered in 1994 and lives in Billingham, Cleveland. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has a childcare 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