Childminder in Rotherham

Inspection report for early years provision

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Unique reference number EY356881 Inspection date 22/09/2009 Inspector Lynn Rodgers

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Type of setting Childminder to 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 rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, 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.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk 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.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. 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 2007. She lives with her husband in an end terrace house in a suburb of Rotherham. The childminder co-child minds with her mother from her mother's detached bungalow. The whole of the bungalow is used for childminding with the exception of the bedroom and the converted attic, and there is a fully enclosed garden available for outside play. The family have three cats. Care is offered Monday to Friday all year round. The childminder is registered to care for a maximum of five children under eight years, at any one time, when working alone, and for seven children when working with another childminder. She is currently minding two children both of whom are in the early years age group. The childminder walks to local schools to take and collect children and she attends the local parent and toddler group and regularly meets with fellow childminders. The childminder is a member of the National Childminding Association and is

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Description of the childminding

working towards a level three qualification in childcare and education.

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Description of the childminding

The childminder is registered on the Early Years Register, the compulsory and voluntary parts of the Childcare Register.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The provider demonstrates a good understanding of her strengths and areas for development, which effectively contributes to the ongoing improvement of the service. Children are warmly welcomed and they have free access to all toys, resources and equipment. They are included in all activities and play situations. The childminder ensures she establishes their individual needs, and demonstrates an understanding of inclusive practice and generally promotes their learning and development needs well. The childminder is continually looking at ways to improve her setting by implemented questionnaires and comment sheets for the parents and invites the children to also suggest other things they would like to do.

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further?

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

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further?

 extend knowledge and understanding of inclusion and the impact of good practice  further develop the systems in place for clearly showing children's next steps in their development.

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the early years provision

The childminder has a good understanding of the procedures for safeguarding children. She knows who to contact regarding concerns, and has a suitable system This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 in place for recording this information. She has a clear knowledge of the signs of abuse and is confident to talk to parents. She places the welfare of the children first, and informs all parents of her duty to report any concerns. Therefore, the effectiveness of safeguarding children is good. All relevant documentation is in place which is regularly up-dated and available for inspection. The childminder has self-evaluated her practice and has a very positive attitude towards improvement. She talks to parents, asking for suggestions about her practice, and listens and acts upon the children's requests. She has implemented a more user friendly feedback form for parents; introduced a new safety feature for the children, and

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the early years provision

continues to further develop her childminding service. Risk assessment is robust. The detailed procedure is written and a daily check list is carried out prior to the children's arrival. A full risk assessment is completed at the weekends which is dated and signed by the co-childminder. Any hazards and subsequent action taken to address them are clearly identified and recorded.

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the early years provision

Resources are used effectively. Toys and equipment are rotated regularly to keep children interested and stimulated. Resources are exceptionally inviting and well presented to the children and the childminder takes time to set out activities prior to their arrival. They are suitable for purpose, in very good condition and are regular checked for damage and wear. There is a wide range of resources that are stored at child height, clearly labelled, and offer the children free access. The effectiveness with which the setting promotes equality and diversity is positive and is reflected in the way the childminder helps children to feel they belong. The childminder treats children as individuals, with equal concern, and welcomes them warmly as they arrive. She is interested in what they have to say and listens to them. She has a very positive attitude to relationships with parents and provides flexible hours of care, excellent daily feed back and is open and friendly. Children

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the early years provision

are beginning to understand and accept the needs of others, because the childminder talks to them. She offers them support in their activities and gives clear explanations. She responds to them, takes action on any reasonable request, and encourages them through positive praise.

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the early years provision

The effective and safe management of a wide range of children's behaviour is promoted. Children show they can take turns, share toys, respect each other and build meaningful relationships within their peer group and with others. The childminder has a sensible approach to handling unwanted behaviour and sets good examples for the children to follow. The resources reflecting diversity are varied, and are used effectively to encourage the children to learn about the multi- cultural world we live in. The childminder offers parents clear information on a daily basis, has implemented systems for admissions, and details of the authorised persons. She has begun to forge links with the staff at local schools and nurseries and they share relevant information. Parents are aware of the procedure for making a complaint and have received copies of this documentation, regarding the procedure to follow. The childminder has a completed a first aid course, has valid

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the early years provision

public liability insurance and has obtained written parental permission to administer emergency first aid to the children. The childminder engages with the children and parents very positively through, meeting children's individual needs, listening to them, and observing their reactions to differing play situations. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are encouraged to share, take turns and be kind to each other. House rules are noted, and children are aware of what they can and cannot do. Babies and toddlers are able to crawl, learn to walk and reach out for toys. The childminder introduces them to music through tapes, instruments, singing songs and rhymes. There is a good selection of equipment to encourage climbing, balancing, jumping, and they access the outdoors most days. The children's creativity is promoted through various types of activities and model making. Children are beginning to learn about the wider world and other cultures through stories, discussions and walks to the park and other local places of interest. They take part in growing topics and look at people who help us. Communication and language is fostered positively and younger children are beginning to find their voice by shouting and gurgling. Babies can point with hands to express their

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and outcomes for children

wishes and use facial expressions. Older children have access to books, language games, role play, and they talk and socialise with each other. There are displays of books and children's work, and children are beginning to recognise familiar letters and their names. There is a varied selection of construction to encourage problem solving. Children access jigsaws, games, work out how to use junk for models, and have access to a computer, electronic games, calculators, and rulers. They weigh ingredients when baking and look at different textures and sizes, are able to count, recognise colour, some number, shape, and familiar letters.

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and outcomes for children

The premises are, warm, welcoming, and child friendly. The childminder works together with her co-childminder to provide stimulating play situations for all the children. She is proactive in planning exciting and interesting activities and uses all her resources to help them achieve their goals. She refers to the Early Years Foundation Stage framework guidance and practice cards, and includes children's interests in planning activities. These activities are clearly linked to the early learning goals, although the record kept to show the children's next steps in their learning and development is not always clear. Children's progress is monitored very closely through observing and assessing them. Observations are undertaken on how each activity has been accessed and enjoyed. Children are free to choose from a wide range of age appropriate resources, and photographic evidence of children playing in various different situations shows their enjoyment. The

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and outcomes for children

childminder carries out initial assessments of the children, and records these details as their starting point information. She then uses this information to help her to provide stimulating and interesting activities. There is good interaction between the childminder and the children and she meets their individual needs well.

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and outcomes for children

Children are helped to feel safe through, achievable boundaries and house rules, and are encourage to be kind and considerate. The childminder talks about safety and dangers such as strangers and stray animals. Children sit at the table to eat, and are supervised at all times. The children help to tidy up toys and learn not to leave things lying on the floor to help prevent accidents. Road safety is taught during outings and the school run. The childminder encourages the children to wear reflective vests and talk about the benefits of doing this; the benefits of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 holding hands and the dangers in the speed of traffic.. The childminder encourages the children to adopt a healthy lifestyle through supporting the five-a-day healthy eating programme. They have discussions about food that is good or bad for us, and she pays regard to parent's wishes, and children's dietary and religious

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and outcomes for children

requirements. There are daily routines for promoting children's personal hygiene skills and the childminder sets good examples for them to follow. They are able to make friends and respect each other, and respond to the expectations of others. Children are able to make choices and decisions about what they do and where they go. They understand the wider world. For example, they play with resources that reflect diversity such as role play, dressing-up and taking part in celebrations. They show they are good communicators and enjoy stories, are able to express their feelings and talk about their families and home. 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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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

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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