Childminder in Sheffield

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Inspection report for early years provision

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Unique reference number EY386011 Inspection date 07/07/2009 Inspector Jill Lee

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Type of setting Childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 2009. She lives in Stocksbridge, near to Sheffield, with her husband and three young children, aged 11, eight and three years. The home is accessed by steps and the family has a pet dog and cat. The downstairs only of the home is used for childminding activities. There is a fully secure garden for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time. She is currently caring for five children, three of whom are in the early years age range. The childminder cares for children with learning difficulties and disabilities.

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Description of the childminding

The childminder has experience as a playgroup manager, has run a parent and toddler group and has been a parent helper at her children's school. She has recently completed the National Vocational Qualification (NVQ) Level 3 in Education and Care in Early Years. She is a member of the National Childminding Association.

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Overall effectiveness of the early years provision

Overall the provision is good. Children's safety and well-being are promoted very effectively. High quality planning and organisation ensure that each child enjoys and is suitably challenged by the learning experiences provided. Thorough and accurate observations are helping the childminder plan appropriately for next steps in learning. Close liaison with parents and other providers helps her to support individual needs with sensitivity and plan well to ensure all children are fully included. The childminder evaluates her practice effectively, for example, identifying the need to enhance planning to promote children's awareness of diversity. She demonstrates a strong commitment to continuous improvement, by accessing a wide range of training to further develop her skills.

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further?

To further improve the early years provision the registered person should:

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further?

 consolidate developing strong practice in using observations to plan next steps in learning, so that children continue to be fully challenged in the daily play environment  strengthen skills in helping children to value diversity and acquire respect for their own and other cultures.

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provision

The childminder adopts a professional and highly organised approach to her role. She fully understands her responsibility to safeguard children and all required This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 policies and procedures are in place, ensuring that children’s welfare is effectively promoted. Thorough risk assessments are conducted and effective action taken to maintain children's safety at all times. Children are always fully supervised in their play, whilst being actively encouraged to develop safe levels of independence, for example, in using large play equipment in the garden. The childminder has sought advice from the fire officer regarding fire safety issues and safe evacuation. She talks with children about the risks of fire and has resources to prompt activities to raise awareness, but she has not yet practised emergency evacuation procedures with them.

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provision

Parents share detailed information in the 'All about me' booklet, so that the childminder is fully informed about their starting points. A series of visits help parents to be very relaxed and comfortable in the childminder's home, so that children settle quickly and are contented in their play. Clear agreements are reached with parents, although this does not include written consent for children to handle the family's pets. There is an ongoing dialogue with parents, supplemented by use of a daily diary, so that information sharing about daily events and children's progress is highly effective. This helps to promote consistency and continuity, for example, in potty training and management of behaviour. Questionnaires are used as a way of seeking parents' views and they express very positive comments, valuing her 'versatile and caring' service, which they 'don't think could be bettered'. There is clear recognition of the importance of

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provision

close partnerships with other settings involved in children's care.

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provision

The childminder places a high priority on planning for inclusion and shows significant sensitivity in the ways she supports children with additional needs or anxieties. She responds quickly to any concerns and is careful to reflect the child's interests and home experiences within her planning. She is fully committed to her own professional development and strives actively to provide high quality care. Her practice is enhanced by her attendance at a wide range of training opportunities, as she is eager to develop her skills further. She is clearly aware of her own strengths and reflects thoughtfully upon her practice. She is beginning to make very good use of self-evaluation to target areas for improvement. She recognises that she would like to enhance the ways she provides resources and plans activities to help children to value diversity and gain respect for their own and other cultures.

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The quality and standards of the early years provision

Children love spending time with the childminder. They are very happy and settled in her care. The daily environment reflects children's observed interests and is planned well to promote their independent choices. The childminder interacts warmly with children, playing and talking with them constantly, effectively promoting language and social skills. She listens closely to their ideas and encourages their suggestions for activities, for example, a baking activity was offered three times in one day, in response to children's requests. She is fully attentive to non-verbal communications, so that she skilfully supports younger children's care needs and extends their play ideas. Older children develop independence, as they plan their own play, put on their own aprons to paint, help This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 make snacks and tidy the play environment.

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The quality and standards of the early years provision

Children access available resources freely, enabling them to explore and enjoy experiences in all areas of learning, both indoors and out. Resources are stored at child height and are clearly labelled with words and pictures, so they are visible to children and enable independent selection. There are colourful displays, which include examples of children's art work and model making, like the rainbow fish. Planning clearly reflects the childminder's awareness of children's individual needs and interests. She constantly observes children and shows a clear understanding of their stages of development. She clearly identifies planned next steps and is consolidating the ways she uses this information to resource and promote new learning. Planning and assessment systems fully reflect the Early Years Foundation Stage (EYFS) and the childminder is using guidance materials appropriately to help her differentiate planned activities and the ways she interacts with children. She

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The quality and standards of the early years provision

has formulated long and medium term plans, reflecting the seasons, festivals, birthdays and planned visits, as a broad, flexible structure to stimulate the introduction of new learning. Photographs are used very creatively in records to reflect the wide ranging experiences enjoyed by children.

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The quality and standards of the early years provision

Children are relaxed in their play, as the childminder gives them confidence to be express their individuality and share their feelings. She enables them to play and explore freely. Children receive lots of praise, as the childminder warmly values their achievements, for example, using a star chart to recognise success in 'potty' training. The childminder offers gentle, consistent support so that children learn to think of others and respect their environment, for example, cooperating to tidy away toys. They participate confidently, learning how to share and take turns. Older children learn to be caring towards the younger, less confident children. The house rules help them think about being kind to others and not bullying, so that they learn to take responsibility for their own behaviour.

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The quality and standards of the early years provision

Children love reading stories and use books to find out about things that interest them, visiting the library frequently. The childminder spontaneously introduces maths language into everyday play, as children build with blocks, make models, complete jigsaws and use shape sorters. Children have lots of opportunity to explore shape and size, for example, using the shape activity box and to solve problems in their construction, creative and imaginary play. They plan lots of outings in their local community, for example, walks through the woods and visits to the farm, observing the natural world and experiencing the changing seasons. They plant sunflowers and grow potatoes. Lots of open-ended resources are freely accessible in the daily environment, so that children's creativity and imagination are stimulated well. They enjoy painting, collage and model making, making music and singing rhymes.

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The quality and standards of the early years provision

Children make friends and become active, independent learners as they play. The childminder makes exceptionally good use of everyday routines to support opportunities for learning. They learn about road safety on the walk to school, play 'shopping' and listening games as they walk. They talk about stranger danger in the park and why it is important not to wander off. They learn about the importance of fresh air, exercise and healthy eating. The childminder plans healthy, nutritious meals and children make choices from the fruit bowl for snack. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children thrive, developing high levels of confidence and self-esteem in an environment where the childminder puts their needs first. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 2 The capacity of the provision to maintain continuous improvement.

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Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? How well does the setting work in partnership with parents and others? How well are children safeguarded? 2

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Years Foundation Stage promoted?

How well are children helped to stay safe? 2 How well are children helped to be healthy? 2 How well are children helped to enjoy and achieve? 2 How well are children helped to make a positive contribution? How well are children helped develop skills that will contribute to their future economic well-being?

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Years Foundation Stage promoted?

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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