Childminder in Rotherham

Inspection report for early years provision

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Unique reference number EY406947 Inspection date 08/12/2010 Inspector June Rice

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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 assesses 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 0300 123 1231, 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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T: 0300 123 1231 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 2010. She lives with her husband and two children aged two and five years in Wickersley, near Rotherham. The whole ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The childminder walks or drives to local schools to take and collect children. The family has a cat.

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Description of the childminding

There is one place for children in the Early Years Foundation Stage. The childminder also offers three places for children aged between six and seven years before and after school. This provision is registered on the compulsory and voluntary part of the Childcare Register. Children occupying these places share the same facilities as the children in the early years age range.

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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 childminder demonstrates a very positive attitude towards continued improvement. The childminder has developed good relationships with parents and her observation, assessment and planning systems are sound. Space is used very effectively and promotes children's growing independence. This ensures children continue to make good progress in an environment in which they feel safe, secure, and enjoy learning through play.

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further?

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

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further?

 develop further resources and activities with which to promote children's awareness of diversity  develop systems to enable the sharing of relevant information between parents and other providers of the Early Years Foundation Stage, to ensure children continue to make good progress

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the early years provision

The childminder demonstrates a good understanding of the need to work in partnership with parents and others to safeguard children. The childminder is familiar with possible signs and symptoms of abuse and is confident in her ability to implement procedures effectively in order to protect children. The home is secure, a visitors book is maintained and written procedures are in place in the event of lost or uncollected children and safeguarding. These are provided to all parents when their children join the setting to ensure they have a clear understanding of how the childminder works. All required documentation is in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 place. Detailed risk assessments identify possible hazards and the action taken to reduce any risks.

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the early years provision

The childminder has evaluated her provision and its impact on children's learning and well-being, and correctly identified areas for improvement. The childminder has developed sound relationships with parents but is yet to develop a working relationship with other providers of the Early Years Foundation Stage. The system for observations, assessments and planning clearly identify children's progress. These observations are linked to the Early Years Foundation Stage and used effectively to plan their next steps of learning. However, parent's access to children's individual learning profiles is not firmly established, and the sharing of information in regard to their learning is predominantly through verbal feedback. Inclusive practice is promoted positively through an environment that encourages children's independence and choice. However, resources and activities that introduce children to diversity are limited.

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and outcomes for children

All children freely and safely access a good range of resources, toys and activities both indoors and outdoors. Children are physically active and this is encouraged with regular walks, movement to music and use of physical equipment in the garden and local parks. Children clearly understand healthy habits. For example, they are encouraged to wash hands before meals and after messy activities. Children benefit from freshly cooked meals and help themselves to fresh fruit and water during the day. The childminder takes sufficient steps to prevent the spread of infection. For example, she wipes the changing mat between changes, places the nappy in a nappy sack and disposes of it immediately. She also wipes children's hands when she has finished re-enforcing the importance of good hygiene practice. Children who are infectious are excluded in order to protect others. Children behave in ways that are safe for themselves and others. For

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and outcomes for children

example, they move around safely in their environment and use toys and equipment for the purpose they are meant for. They are learning to go upstairs safely, practise an emergency evacuation and talk about being safe near roads.

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and outcomes for children

Children demonstrate a growing independence. They make very clear choices about what they want to do and clearly say no if they do not wish to participate in an activity suggested. They behave very well, they cooperate fully with others, play alongside their peers and share toys. They are very comfortable with each other and firm friendships are emerging. Children are provided with opportunities to develop their skills. They learn to communicate and problem solve through a good range of resources and activities. The childminder interacts very well with children; she listens carefully to them and asks simple questions to aid children's learning. Inclusive practice is well promoted in an environment that would challenge inappropriate attitudes and practices. The childminder treats children as individuals and with equal respect. They are provided equal opportunity to participate in activities and learn to respect others by talking about feelings.

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and outcomes for children

However, resources and activities that introduce children to diversity are limited. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children move around freely and they initiate physical activity. For example, they kick soft footballs march up and down to music and often break into dance, energetically moving their bodies to the background music. They select musical instruments and enjoy making music. Children s imagination is fully encouraged as they nurse a teddy. The childminder says 'sshh teddy is asleep' and they quickly go quiet until she says 'quick make some noise and wake him up', at which point they laugh out loud and begin making noises. Children show lots of interest in how things work and this is extended by the childminder who provides simple tasks on a computer. Children select a mechanical car and proudly show the visitor how it works. Children's emerging interest in making marks are encouraged by the

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and outcomes for children

childminder as they use chunky chalks on an easel, and they name the shapes circle and square. Children's interest in books is encouraged with a selection of books that are independently selected by them. They sit close to the childminder as they look at photographs of their visit to the zoo, and are encouraged to name their friends and some of the animals they can see. Children are becoming interested in their environment and are becoming aware of some benefits of recycling through discussion and stories. They help to sort out materials for recycling and enjoy junk modelling. 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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Early Years Foundation Stage

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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