Harland, Patricia

Harland, Patricia

Unique reference number (URN): EY429477 Address: 49 Brimston Close, HARTLEPOOL, Cleveland, TS26 0QA Type: Childminder Registered with Ofsted: 31/05/2011 Registers: EYR, CCR, VCR Registered person: Harland, Patricia

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

All children typically develop a range of skills that prepare them for their future learning. They enjoy looking at books with the childminder. They confidently talk about what they can see and count the number of objects in the pictures. Children listen and respond to the childminder's questions and tell her the colour of objects. However, minor weaknesses in curriculum and teaching sometimes reduce opportunities for children to express their thoughts and ideas freely. Children thread beads onto string with increasing control, supporting the development of their small-muscle skills. They thoroughly enjoy learning about the world around them as they go for walks in the wood. Children play with their friends and develop their social skills. They develop their imagination as they build dens, solving problems as they explore how to make their structures secure.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from consistently supportive relationships with the childminder. They arrive happily and are keen to settle to activities. Children concentrate well. For example, three- year-old children look at books and talk about illustrations for extended periods of time. They persevere, even when they encounter challenges. This is evident as they persist to thread the beads, despite the threads moving and bending making this activity difficult. Children collaborate with each other. Helping each other to complete tasks.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear expectations for children's behaviour and typically reminds children of these. Children demonstrate understanding of these expectations. As they carry a plate of fruit from the kitchen to the playroom, they wait until they sit down before they start to eat. The childminder is aware of children's age and stage of development, when discussing her expectations. While she expects older children to put books away themselves, she supports younger children to do this. The childminder promotes children's attendance so that all children can thrive from the provision that is offered. She discusses with parents the importance of good attendance to help children to benefit fully from her provision. The childminder consistently organises her environment to support children's learning and development. For example, children access resources, such as books or blocks, independently.

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Children's welfare and wellbeing Expected standard

The childminder develops warm and positive relationships with all children. She helps children to manage their emotions. For example, she talks to them about how they are feeling to give children the confidence to express their own emotions. Children are very happy and demonstrate a real sense of belonging. They demonstrate this as they talk to the childminder about horses. Children have plenty of time to develop their physical skills. They thoroughly enjoy going for walks and playing in the park. The childminder takes children to the local beaches to collect objects, such as shells and sea glass. The childminder also takes children to the local hydro pools to give children a vast range of experiences. The childminder helps children to understand how they can keep themselves safe. For example, they explain why they need to wear flotation devices at the hydro pool.

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Children's welfare and wellbeing Expected standard

The childminder talks to children about how they can look after their teeth and they develop an understanding of food that is good for them. The childminder reads stories to help prepare them for visits to the dentist. Although children learn how to look after their personal hygiene, such as washing hands after going to the toilet, the childminder does not consistently reinforce these messages. The childminder ensures routines such as mealtimes support children's individual needs. For example, some children have an earlier lunch as they are awake early.

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Curriculum and teaching Expected standard

The childminder's curriculum is well designed. She has a clear understanding of the order in which children develop key skills. She typically plans motivational activities. She uses her observations and assessments to identify what children need to learn next. She weaves her planned learning into activities. For example, as children look at books, the childminder models and encourages counting. The childminder places a high priority on mathematics. She encourages children to count and talk about the numbers they see. When they sing number rhymes the childminder introduces the concept of 'one less' and 'taking away'.

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Curriculum and teaching Expected standard

The childminder generally uses a range of strategies to develop children's communication and language. For instance, when the childminder comments 'I like strawberries', this encourages children to talk about fruit they like. However, on occasions, the childminder uses too many questions to check understanding. This reduces opportunities for children to express their thoughts and ideas.

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Curriculum and teaching Expected standard

The childminder plans a wealth of opportunities to support children's physical development. This includes visits to the woods and park. Children particularly enjoy activities such as den building. They enjoy leaving the den for others to enjoy. They revisit the woods and are keen to explore adaptations that other visitors to the wood have made to their den. They then additional items themselves to develop it further.

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Inclusion Expected standard

The childminder does not currently care for any children with special educational needs and/or disabilities or those who face barriers to their learning. However, she is keen to work with parents to understand children's individual needs and to plan any adaptations that will support children further. For example, she has previously adapted arrangements for dropping off children at the start of day, to ensure they arrive calm and able to benefit fully from the provision on offer. She reviewed and adapted this support over time to ensure children continue to progress. The childminder uses assessment effectively to help her identify where children may benefit from additional support. She usually works closely with parents to help develop a shared approach to supporting children's learning. However, this would benefit from being more detailed, to ensure consistency in approaches.

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Inclusion Expected standard

The childminder attends training to keep her skills up to date in this area. She works with a range of professionals from health services and staff in school, when necessary, to plan for children's individual needs. Although the childminder does not currently have any children in receipt of funding, she demonstrates a sound understanding of how she would use this to support children's learning and development.

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Leadership and governance Expected standard

The childminder has a clear understanding of the context in which she works. She knows her strengths and areas for development. The childminder has taken effective action to address weaknesses from the last inspection. For example, she gives clear messages regarding oral health.

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Leadership and governance Expected standard

The childminder has a positive relationship with parents. She typically shares valuable information about children's care and learning. However, she has not yet explored more effective ways of consistently gathering and sharing detailed information with parents to support children's learning and development further. The childminder works well with staff from the local schools. She finds out how she can complement children's learning in school. The childminder is committed to keeping her knowledge and skills up to date. She has attended a range of training to strengthen her understanding of the curriculum and child development. She has reflected on key messages from training. The childminder keeps herself informed of any new guidance and shares this information with parents. For example, she has shared information about how to ensure children's safety when eating.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children welcome the calm nurturing environment that the childminder provides. They enjoy their time with the childminder and settle quickly of a morning. They choose what they want to play with and quickly engage in purposeful play. Clear routines help children to feel secure and develop their independence. For example, older children pick a book to look at with the childminder. They confidently talk about the illustrations. Children demonstrate good relationships with each other. For instance, they talk to younger children and show them how to use toys.

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What it's like to be a child at this setting

The childminder knows children well, including their individual next steps. She thoughtfully adapts her provision to support children's differing needs. She plans a range of opportunities to support children's learning across the whole curriculum. Older children count accurately and place numbers in order. The childminder understands children's individual care and dietary needs and goes out of her way to help them to access all aspects of her provision. She gathers information from parents about how children have been at home so she can adjust her routine to support children more effectively.

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What it's like to be a child at this setting

Children form strong relationships and a clear sense of belonging. They thrive on the praise the childminder gives them as they as they thread beads or tidy up. She helps all children to feel valued as she makes time to talk to children as they play. Older children are caring towards younger children, as they identify toys that are safe when younger children are present. The childminder teaches children how to stay safe when outside of her home. For example, children know that they must hold onto the pushchair when walking to or from school. She provides the necessary comfort to help children to thrive.

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Address:

49 Brimston Close HARTLEPOOL Cleveland TS26 0QA

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Next steps

The childminder should provide more opportunities for children to express their thoughts and ideas. The childminder should consistently reinforce key messages regarding handwashing. The childminder should explore more effective ways of gathering and sharing more detailed information with parents.

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About this inspection

The inspector spoke with the childminder and children.

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About this inspection

We carried out this inspection 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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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