Childminder in Sheffield

Inspection report for early years provision

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Unique reference number EY430442 Inspection date 13/01/2012 Inspector Jane Wyncoll

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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 2011. She lives in Beighton area of Sheffield with her partner and one child aged 11 years. Schools, parks and shops are within walking distance of the registered premises, which are accessed via three steps. The ground floor, the bathroom and a rear bedroom on the first floor of the property are used for childminding purposes.

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Description of the childminding

The childminder may care for a maximum of six minded children under eight years at any one time, of whom no more than three may be in the early years age range. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder supports children with special educational needs and/or disabilities. The childminder has three pet dogs.

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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

Children are settled and content in a caring environment where their safety and welfare is generally appropriately promoted. The childminder works closely with parents with whom she is establishing procedures for sharing information about children's development and achievements. She is currently embedding her practice and has started using the principles of the Early Years Foundation Stage to observe and record children's progress. Systems for using these to plan effectively for children's next steps in learning are not yet fully developed. The childminder is developing her awareness of working with other professionals to support children's needs. She has embraced the use of the self-evaluation process to monitor her practice and identify what she does well and what she needs to develop to make continuous improvement.

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further?

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

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further?

 ensure that regular evacuation drills are carried out and details recorded in a fire log book of any problems encountered and how they were resolved  put in place a system to verify the identity of any visitors, record their names, the purpose of the visit and details of arrival and departure times  ensure the observations and assessments made about children are used to plan for the next steps in their learning  develop ways in which parents are able to make their own observational comments and contribution to their child's learning and development records. 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 understands her responsibilities regarding safeguarding children. Adults who come into contact with children are appropriately checked and vetted. She has completed safeguarding training, understands how to deal with any issues and knows who to contact should she have concerns over a child's welfare. The childminder has completed paediatric first aid training so she is able to respond appropriately to minor accidents and illnesses. Child safety equipment is used appropriately, such as safety gates and the pet dogs are kept out of the way while children play.

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the early years provision

Most required documentation is in place, including comprehensive written policies and procedures. However, no record of visitors to the premises is currently kept to ensure children are fully protected. Children's information records and attendance details are carefully kept. Written risk assessments have been produced which identify potential hazards in the home and on outings. Evacuation plans have been drawn up, discussed with older children and are clearly displayed. However, fire drills have not yet been carried out to familiarise children with what to do in an emergency. Therefore, it is not clear if this is effective in practice.

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the early years provision

Children have access to a suitable range of toys and resources that are easily accessible so they make free choices about their play. The childminder regularly adds to and rotates resources so children have access to a wider range of activities. She involves children in choosing what they would like, noting favourite activities to make sure these are available when particular children attend. The childminder follows an equal opportunities policy which is shared with parents. This indicates that she does not discriminate against any child or family and all are welcome in her setting. The childminder supports children who have additional educational or behavioural needs and has skills in using signing to support children's language development. The childminder has started the process of reviewing her practice using the Ofsted self-evaluation form and records what she has achieved. She ably identifies areas for improvement, including her own training

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the early years provision

and creating a safe outdoor play area in her garden.

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the early years provision

The childminder gathers a wide range of information from parents about children's routines, preferences and any dietary or medical needs. This means she is able to help them to settle quickly and provide for their individual likes and dislikes. The childminder develops good relationships with parents and makes sure she passes on information about what children do whilst in her care. For example, she communicates new words children use and how they have taken their first steps. Parents are encouraged to look at their children's record of observations and photographs. However, their own observations and comments are not yet included in these records. Therefore, these do not give a holistic view of the children. The childminder has good relationships with the local schools and is aware of the importance of working with other professionals to support children's welfare and development.

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the early years provision

The childminder is aware of the importance of providing activities which support This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children to make progress across all the Early Years Foundation Stage areas of learning. She has introduced systems to record and track their progress using her own observations and matching these to the developmental age bands. The childminder plans activities, such as collage or baking in response to children's interests. She has yet to ensure children's next steps in learning are consistently identified and used to inform the planning of the experiences she provides.

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and outcomes for children

Children show they feel safe and secure with the childminder. They ask to sit on her knee and share their favourite book with her and settle easily to sleep when they are tired. They learn about road safety by following rules for crossing the roads with the childminder and colour in pictures of different road signs and vehicles. When children mime blowing out a candle on a pretend cake, the childminder encourages them to say 'hot'. Consequently, they are learning to keep themselves safe. Children are developing a good understanding of leading healthy lifestyles because they have regular opportunities to be physically active. They do this when they attend the local toddler groups and play outside on the bikes and slides. They experience first-hand the changing seasons when they go to the local orchard activity days or walk in the local area. Recycled resources are used creatively, such as old biscuit tins and tubes which children explore

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and outcomes for children

enthusiastically. The childminder provides a variety of healthy snacks, such as fruit, crackers or raw carrots. Lunches are provided by parents and the childminder liaises with them to make sure these include a range of healthy foods. Children are developing good hygiene practices because they are helped to wash or wipe their hands before eating and after nappy changes or touching the dogs.

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and outcomes for children

Children's language is developing because the childminder provides a good model for the children. For example, she talks to them about what they are doing and encourages them to copy new words and point to objects in books. They also attend regular song and rhyme sessions in the local area. Counting is incorporated into their play activities. They knock over skittles and help count how many have fallen down. Children learn to be creative as they have lots of opportunities to engage in painting, collage and mark-making activities during their time with the childminder and at local toddler groups. Their imaginations are stimulated through pretend play, such as using the play cooker and saucepans which is a favourite activity.

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and outcomes for children

The childminder helps children develop appropriate behaviour. For example, they are encouraged to take turns as they use objects to bang a tin and are reminded to watch that they 'don't bump each other'. They become independent as they make their own choices about whether they would like milk or juice to drink at snack time. Children's social skills are developing through visiting toddler groups and playing with other children. They experience different cultures when they take part in activities which celebrate festivals, such as Thanksgiving. There are a variety of electronic toys which help children learn about technology. Consequently, children develop appropriate skills to prepare them for their future This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learning. 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 3 The extent to which children adopt healthy lifestyles 2 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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