Childminder in Doncaster

Inspection report for early years provision

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Unique reference number EY333781 Inspection date 07/12/2009 Inspector Lynn Masterman

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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 registered in 2006. She lives with her son aged 12 years old. The family live in a small village in Doncaster. The premises can be easily accessed and the whole of the ground floor is used for childminding. There is a bedroom and bathroom on the first floor that is also used. There is a fully enclosed outdoor play area to the rear of the premises. Care is offered Monday to Friday all year round. The family has goldfish.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, no more than three of which may be in the early years age range. There are currently four children on roll in this age range. She also offers care to children over five years old. The childminder takes and collects children to and from the local school. The provision is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is a member of the National Childminding Association.

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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

Good learning opportunities through play and positive interaction from the childminder help the children to make good progress in all areas of their learning. Children are beginning to develop an understanding of the diverse society in which they live. The childminder actively promotes an inclusive environment where children are valued and included. They are highly respected for their individuality and most of their welfare needs are positively met through an effective partnership with parents. Partnerships with other care settings involved in the delivery of the Early Years Foundation Stage are developing. The childminder demonstrates a good understanding of her strengths and areas for improvement, which effectively contributes to the ongoing improvement of the service. Her responsive approach to the recommendations made at last inspection have made a positive impact on the children's well-being.

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further?

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

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further?

 build upon the links established with other settings providing for children in the Early Years Foundation Stage to ensure there is continuity in their learning  develop further opportunities to promote children's awareness of ethnicity, culture, religion, gender and disability in their play and learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has secure knowledge for the procedures for safeguarding. This is underpinned by the childminder's commitment to access relevant training opportunities and her understanding of potential indicators of abuse. There are clear systems in place for recording of concerns regarding children's welfare, such as children arriving with existing injuries. All persons living in the household have been appropriately vetted. The childminder provides a secure environment, which helps children to feel safe. The use of daily visual and written risk assessments ensure all areas of the premises are free from potential hazards. The preparation for general daily outings is thorough and parents are kept fully informed of any specific planned outings. The childminder talks to the children about keeping themselves safe particularly on any specific planned outings, such as a visit to the farm. She reminds the children about stranger danger and not to touch moving

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the early years provision

mechanical equipment or dangerous substances. The home environment is child- friendly and space is well used. Overall, there is a good range of resources, which are of a high standard, of good quality and easily accessed by the children. However, the use of existing play resources to help children recognise similarities and differences in their everyday play is not sufficiently explored.

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the early years provision

The childminder has a good understanding of the Early Years Foundation Stage framework. She makes use of her National Vocational Qualification level 3 training and the statutory guidance to ensure children's learning is effectively promoted. The childminder has a high regard for parents' contribution to the care of the children. She sees this as the most important component in the process of meeting children's individual needs. Parents' have the opportunity to share their views about the setting both verbally, through comments in daily diaries, and questionnaires. Comments from parents, such as 'I am very pleased with the care of my child' and 'The children do lots of outdoor activities which they enjoy' indicate their satisfaction of the service provided. There is a pleasant and informative notice board for parents, which provides parents with relevant information, such as access to the settings policies and procedures, information of

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the early years provision

how to ensure children are transported in vehicles safely and how to recognise potential symptoms of illness and incubation periods. The childminder actively welcomes and encourages parents to take an active role in the setting their children's learning. Regular discussions with parents provide the opportunity to share any concerns about their children's progress and identify areas of concern. For example, helping children to develop their vocabulary and communications skills. The childminder is beginning to work in partnership with other care settings who deliver the Early Years Foundation Stage. However, the information gathered is not used collectively to plan for the next stage in the children's learning and care.

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the early years provision

The recommendations made at the last inspection have been met and successfully implement to promote good outcomes for children, such as the procedures to ensure children are fully safeguarded. The childminder is able to identify her strengths and areas for improvement through the use of self-evaluation. She has a strong commitment to personal training and development to help support her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 delivery of the Early Years Foundation Stage. She has a clear vision of her intentions for the future and how this will take the service forward.

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and outcomes for children

Children are cared for in a home from home environment where their care and nurturing in their most formative years is successfully fostered. They have developed a warm and affectionate relationship with the childminder and their peers. The childminder has a soothing manner and children clearly thrive on the close and trusting relationship. Lots of smiles, cuddles and close physical contact help the children to feel safe and secure. They receive constant praise and encouragement for their achievements, such as responding to simple commands and showing a willingness to feed themselves at meal times. Children enjoy their time at the childminder's home. Their strong sense of belonging is securely fostered through the childminder's sensitivity and a strong desire to ensure their individual needs are successfully met. Effective communication with parents is a key strength for the setting. Parents complete a very detailed care plan regarding

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and outcomes for children

all aspects of their children's care. The childminder recognises the emotional journey for children and parents when joining a new setting. She works in total partnership with parents to ensure that children adjust to the new environment at their own pace. The childminder and the parent carefully plan visits to the setting and separation time from parents to ensure the children's distress is minimal. This careful planning helps children to see their transition from the home environment as a positive experience.

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and outcomes for children

The learning environment provides a good range of well-balanced activities, which are purposeful and effective in developing children's learning experiences. They are child-led and based on children's interests and stages of development. Detailed observations and assessments clearly show children's achievements and how the next stage in their learning will be successfully supported. The childminder is competent in her ability to incorporate the children's identified learning objectives, such as promoting their awareness of shape, size and colour within daily activities. Children love to paint and explore a variety of different textures. They confidently name their chosen colour, such as blue, yellow or green. The childminder is skilful in her ability to differentiate activities to ensure all children can participate according to their stage of development. She responds to the babies with lots of warm facial expression as they babble. She echoes their sounds and acknowledges

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and outcomes for children

their attempt to communicate. They chuckle and smile as they dip their paint brush into the paint. They are beginning to develop early mark making skills as they sweep the brush across the paper. The childminder actively supports the children's growing independence as they change their clothes in preparation for nursery. They are beginning to recognise left and right as they attempt to put their shoes on. Programmable toys help children to develop their spatial awareness as they guide the toys around the room and use positional language, such as under, over and behind. This helps children to become competent learners. Children have the opportunity to explore the environment as the listen to the sounds of the l eaves crunching and rustling under their feet. They talk about the changing seasons and how when it snows we will see some icicles and make a snow man. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder actively supports a totally inclusive environment where children are highly valued and respected. Photographic memories of themselves and their peers at play are displayed. This helps children the children to recognise their own individuality and successfully promotes their self-esteem, and confidence. Children are beginning to be aware of their safety. They know how to cross roads safely and when they hear the smoke alarm they must leave the house quickly. Simple house rules help children to understand the consequences of their actions. For example, children know if you stand on the sofa you might fall and hurt yourself. Children's good health and well-being is successfully promoted. Children know and understand the importance of washing hands to remove germs. They enjoy physical exercise as they run, jump, skip, crawl through tents and have access to a good range of outdoor equipment. Children are well nourished. They visit the

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and outcomes for children

shops to buy fruit for their snack, such as kiwi, bananas and coconut. They talk about the different colours, taste and textures of the fruit. They use a map to find the country where the fruit came from. 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 2 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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