Childminder in SheffieldOfsted inspection, 9 Mar 2011

Inspection report for early years provision

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Unique reference number 300255 Inspection date 09/03/2011 Inspector Angela Howard

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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 1991. She lives with her partner and two children aged 15 and 10 years. They live in Meersbrook, on the outskirts of Sheffield, close to shops, parks, schools and public transport links. The whole of the ground floor of the childminder's house, which includes bathroom facilities is used for childminding, one first floor room is also used. There is currently no garden available for outdoor play. The childminder makes use of other local facilities. Care is offered Monday to Friday all year round, excluding bank holidays. The family has a pet cat.

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Description of the childminding

The childminder is registered to care for a maximum of three children at any one time and is currently minding two children in the early years age range. She also offers care to one child aged over five years to 11 years. This provision is registered by Ofsted 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 and is a member of the local childminding group.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The childminder makes sure that the learning environment and resources are available to all children, which promotes inclusive practice, independence and challenge. Children enjoy their time at the setting and are making satisfactory progress in their learning. Links with parents are strong and ensure children's individual welfare needs are successfully met. The childminder has begun to make basic plans for improvement, however, self-evaluation of the setting is in its infancy.

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further?

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

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further?

 develop skills further in using observations to plan next steps in children's learning, to engage children fully and ensure activities are tailored to their individual learning needs  enhance the process of self-evaluation to provide a clear direction for the future development of the service  build upon the links established with other settings providing for children in the Early Years Foundation Stage. 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 satisfactory arrangements in place to safeguard children and understands her responsibility to notify the local investigating agencies, of any allegations or concerns about the children's welfare. There are appropriate systems in place to ensure people who have regular contact with the children are suitable to do so. Appropriate risk assessments are in place, enabling children to test their skills and make new discoveries within safe boundaries. The children have space to play and they enjoy choosing from a selection of activities that are set-up in advance of their arrival. Thorough implementation of all required policies and procedures ensures that children's safety and well-being are effectively promoted. The children are beginning to explore the similarities and differences between each other because the childminder responds to the children's natural curiosity in a basic but positive manner. She answers their questions about differences honestly

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the early years provision

and at a level they can understand. The adequate range of resources to increase their awareness of diversity further helps them to recognise and value similarities and differences.

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the early years provision

The childminder works extremely well from the outset in partnership with parents and ensures that a personal welcome is given to everyone. This promotes good levels of communication and creates a sense of belonging. Parents receive a wide range of information, including policies, procedures, written agreements and permission forms. Each day parents receive good quality verbal feedback about their child's care and achievements. Parents' comments include, 'I am very happy with my child's development', 'I am very thankful for how the childminder looks after my child' and 'my child is very happy after a day with the childminder'. A generally positive relationship with others who provide the Early Years Foundation Stage has been established. However, this relationship is in its infancy and it is not yet clear how they will work cohesively to ensure children's progress and enjoyment. The childminder has good commitment towards continuous

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the early years provision

improvement and is aware of the benefits of reflecting on her practice. She has begun to use a self-evaluation record with some areas for development being identified. However, this is in its infancy and she has yet to establish a clear system of how to take these identified areas forward.

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and outcomes for children

The childminder has a satisfactory understanding of the activities and experiences required to promote learning and development. She ensures that children enjoy a suitable range of activities across most areas of learning, which take account of their interests and needs. However, although the childminder knows the children in her care well and identifies what they can do, what they like to do and identifies some of their next steps. She is not using this information fully to help her plan effectively so that children receive personalised learning to ensure they make as much progress as they can. Warm relationships are in evidence and the children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are very settled and confident. They freely approach the childminder and enjoy close contact through activities. They confidently share their ideas about how to build airplanes and an airport with small building bricks encouraging the

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and outcomes for children

childminder to build one like the one they have made. Children freely access a suitable range of books to support their interest in print and have daily opportunities to complete a variety of mark-making activities. For example, they access drawing, painting, stencils with play dough and collage materials to explore different mediums and their uses. The children are developing satisfactory skills for the future by developing good self-esteem and sound motivation as they play. This results in children having a positive attitude towards learning. The childminder encourages the children to talk about visits to Spain and Germany, about travelling there, the weather and different customs, such as celebrating Christmas on Christmas Eve. The childminder uses the change in the weather to stimulate children's interest in knowledge and understanding of the world. She encourages them to describe what they can see and explains how the hail stones are made of

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and outcomes for children

ice. The children study through the window as the hail stones fall, cover the floor and then melt away. She introduces new words such as hail stones and explains how they fall from the sky as ice. Children develop an awareness of mathematics as they participate in games and puzzles. They enjoy exploring shapes when they make patterns with different materials or play with flash cards matching colours, numbers and shapes. Appropriate positive interaction enables children to feel safe to help them thrive, and make satisfactory progress in their learning.

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and outcomes for children

Children enjoy some healthy snacks, such as, a variety of different fruits and have free access to drinks so that they can help themselves when they are thirsty. Their health is further promoted by the childminder taking positive steps to reduce the risk of cross infection and she helps children to understand and adopt good hygiene practice. Children get some fresh air daily going on walks to and from school or visiting the local park when the weather permits. Children explore, play and learn in a safe and secure environment and are beginning to learn about safe practice. For example, they practise road crossing procedures when out, know house rules and are aware of the need to follow instructions when they practise fire evacuation procedures. Therefore, children are starting to develop a sense of security and awareness of safety issues which impacts well on their ability to keep themselves safe. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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