Childminder in North Tyneside

Inspection date

Previous inspection date 20 December 2017 24 April 2014

p.1

This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

p.1

This inspection: Inadequate 4

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

p.1

This provision is inadequate

 Children's welfare is compromised. The childminder leaves children unsupervised with an assistant who does not hold a current paediatric first-aid certificate, as required.  The childminder does not consistently use established information about how children learn best to fully promote their ongoing learning.  The childminder does not consistently use her knowledge of children's individual abilities to help her build on their learning needs, particularly during adult-led activities.

p.1

It has the following strengths

 Children's communication and language are promoted well. The childminder introduces new words, clear conversation and provides time for children to respond to questions.  The childminder positively interacts and engages with children and uses this well to help support their concentration skills. Children are motivated to learn.  Children's emotional well-being is effectively promoted, particularly during moves to other settings. The childminder helps children feel confident and familiar with new settings and she shares information to enable a consistent approach to their learning.  The childminder promotes positive partnerships with parents. She encourages parents to be involved in their children's learning and keeps them regularly informed about events, activities and their children's progress.

p.1

What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and the Childcare Register the provider must:

p.2

Due Date

 ensure that any assistant who is left in sole charge of children holds a current paediatric first-aid certificate. 27/01/2018

p.2

Due Date

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

p.2

Due Date

 make greater use of information about how children learn best to fully support their progress  enhance ways to support and extend children's learning, given their individual abilities, particularly during activities led by adults.

p.2

Inspection activities

 The inspector observed the childminder's and her assistant's interactions with the children.  The inspector spoke with the childminder, her assistant and the children, when appropriate.  The inspector carried out a joint observation with the childminder.  The inspector took into consideration the views of parents through testimonials.  The inspector looked at documentation, including suitability checks for the childminder, her family and her assistant.

p.2

Effectiveness of the leadership and management is inadequate

The arrangements for safeguarding are not effective. The childminder's assistant does not hold a current paediatric first-aid certificate and is left to care for children while the childminder collects children from school. This breach of requirements compromises children's well-being and welfare. Nonetheless, the childminder and her assistant have an up-to-date knowledge of safeguarding procedures to follow if they have a concern about a child in their care. The childminder evaluates her service regularly and attends training. She recognises the strengths of her service and some areas to be improved. The childminder provides her assistant with relevant information to help promote continuous practices and to develop some up-to-date professional skills.

p.3

Quality of teaching, learning and assessment is good

The childminder uses an established and successful assessment system to track children's progress and to plan for the next steps in their development. She encourages parents to share their children's achievements from home, to help provide a bigger picture of their overall development. The childminder works effectively alongside her assistant to support children's ongoing learning. For example, they both encourage children to do the actions to songs to support their understanding and listening skills further. The childminder provides a rich learning environment for children, inside and outside. Although there is a strong emphasis on adult-led activities, children can also choose activities for themselves from the clearly labelled boxes and shelves.

p.3

Personal development, behaviour and welfare are inadequate

The weaknesses in the childminder's leadership and management of her setting compromise children's well-being. She has failed to ensure that her assistant, who has sole charge of children at times, has the relevant skills and knowledge to care for children, such as if they are ill or injured. Children behave well and receive plentiful praise and encouragement. They learn to negotiate within their play. For example, children were observed to take turns and share equipment during a cooking activity. The childminder and her assistant are positive role models, showing children how to work together. Children are encouraged to play together and this helps support their social skills. The childminder also takes children to events within the local community to support their participation in group play and to help build on their social skills further. These skills help to prepare them for their future learning, such as going to school. Children use large

p.3

Personal development, behaviour and welfare are inadequate

equipment in the garden and this supports their development of movement.

p.3

Outcomes for children are good

Children are making good progress in their learning from their starting points. They are constantly engaged and have fun with the childminder. They explore within their free play, using past experiences to solve problems and experiment. For example, children line up cars and drive them around the floor, and confidently look for particular cars that they know are in a storage box. Children's small-muscle movement and coordination are promoted well. For example, they learn to spoon flour into pots, tip this into a bowl and then stir their yoghurt cake mixture together. These small-muscle movements and hand- eye coordination help them to develop the skills they require for other learning, such as their early writing skills. Children learn about numbers and mathematical language and use these in their play, particularly when participating in adult-led activities.

p.3

Setting details

Unique reference number EY468719 Local authority Merton Inspection number 1069762 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 12 Number of children on roll 5

p.5

Name of registered person

Date of previous inspection 24 April 2014

p.5

Telephone number

The childminder registered in 2013. She lives in Mitcham, in the London Borough of Merton. The childminder operates from 7.30am until 6pm from Monday to Friday all year round, except for public holidays and family holidays. The childminder works with an assistant.

p.5

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.5

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.5

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.6

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.6

Telephone number

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

p.6