Childminder in Rotherham

Inspection report for early years provision

p.1

Unique reference number EY441419 Inspection date 12/07/2012 Inspector Angela Howard

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder registered in 2012 and lives in Swallownest on the outskirts of Rotherham. She lives with her husband and two children aged five years and 22 months. Local shops, schools and parks are within walking distance. All of the ground floor of the home is used for childminding purposes, with toilet facilities situated on this level. There is an enclosed garden to the rear of the premises for outdoor play. Children are escorted to and from local schools. Care is offered Monday to Friday all year round, excluding bank holidays.

p.4

Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom, two may be in the early years age range. She is currently minding two children in the early years age range and also offers care to four children aged over five years. Children attend on a full or part time basis. The childminder is registered on the Early Years Register and both the compulsory and voluntary part of the Childcare Register. She is a member of the National Childminding Association.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

An ethos where children are warmly welcomed and every child is treated as unique, is successfully promoted, thus ensuring children's welfare and progress in their learning and development is good. Children feel secure and have good self- esteem as they confidently initiate their own play. They are excited by the range of interesting activities on offer. Strong links with parents further enhance inclusive practice, although, partnerships with others offering the Early Years Foundation Stage are in their infancy. Self-evaluation of the setting is basic at this time, but overall the childminder demonstrates the capacity to improve.

p.4

further?

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

p.4

further?

 develop further the use of self-evaluation to show how you analyse and evaluate the impact of your practice  build upon the links established with other settings providing for children in the Early Years Foundation Stage to ensure that the education provided compliments that received at other settings.

p.4

the early years provision

The childminder ensures her practice is underpinned by good knowledge of child protection procedures. Consequently, arrangements for safeguarding children are robust. She is fully aware of possible indicators of abuse and is confident to take This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 necessary action should she have concerns. There are rigorous systems in place to ensure people who have regular contact with children are suitable to do so. Well- documented policies and procedures, children's records and documents for the safe management of the setting are in place and are implemented successfully. Safety is of prime importance to the childminder. Good quality risk assessments, along with daily checks, help to ensure the setting is secure and safe for children to explore. Identification is checked for any visitors, who are then asked to sign in and out using the visitor's book.

p.4

the early years provision

The childminder takes pride in the presentation of resources and works hard to ensure children can move around safely, enabling them to test their skills, and make new discoveries within safe boundaries. For example, the layout of the room encourages children to self-select equipment and to join in activities that look interesting and inviting. Many toys and play materials are in low-level drawers, which are labelled to help children to make independent choices. Children flourish in this welcoming and inclusive environment, where the childminder is constantly attentive to their individual needs. She is committed to overcoming any barriers to their development, and supports them to achieve their full potential. The childminder uses resources successfully to help children understand, respect and value each other's similarities and differences.

p.5

the early years provision

A key strength of the childminder is her ability to build trusting relationships with parents and children in a very short period of time. She liaises very closely with parents, gives reassurance and takes careful note of any special requirements, so that they feel absolutely confident to leave their children in her care. Parents receive an abundance of information regarding their child's care and progress. Daily diaries are used to ensure a two way flow of information, photographs, children's portfolios, personalised planning documentation and observation records are all routinely shared, plus they receive verbal feedback daily. The childminder demonstrates a reasonable understanding of the need to forge links with other settings. However, she has yet to develop a system to ensure they work together to ensure continuity in the children's learning and care. The childminder also recognises the importance of self-evaluation as a way of building on strengths and

p.5

the early years provision

identifying ways in which she can further improve outcomes for children. However, she has yet to develop this to show how she analyses and evaluates the impact of her practice and the outcomes for children.

p.5

and outcomes for children

Children thrive in this warm and caring environment, where they build trusting relationships with the childminder. They grow in confidence as she warmly acknowledges their achievements with smiles and praise. The childminder plans exciting learning experiences for them, guided by her observations of children's interests and abilities. For example, they play at tea parties using their imagination wonderfully, as they pour the tea and add sugar, counting the number of spoons of sugar they add. They are reminded tea can be hot and begin to blow the pretend tea before they drink it. The childminder poses questions in a way that makes them think, introduces them to new vocabulary and effectively promotes This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 language development through stories, songs and rhymes. When they are drawing she asks if they can draw a cat. The children describe how the body is a circle, the

p.5

and outcomes for children

tail is long and the cat has two eyes, a nose and mouth. The chalk drawing is recognisable when completed. The childminder respects children's thinking time when having conversations and does not rush in to answer, or put forward another question. Children thoroughly enjoy drawing activities as they make patterns in shaving foam, in sand, at the easel with paints and with bubble wands in the air. There are comfy rest areas with a wide selection of books, both indoors and outdoors. Children freely access these, turning the pages appropriately as they sit with teddies by their side and talk about the pictures they can see. The childminder skilfully uses mathematical language in every day play activities to introduce young children to numbers, colour, shape and size. Construction toys and interactive technology, such as electronic toys, give a wide range of experiences and a strong introduction to skills for the future. Dressing up and role

p.6

and outcomes for children

play resources encourage children to use their imagination and plan appropriate 'let's pretend' games. A good range of heuristic play resources and varied treasure baskets stimulate sensory and tactile experiences. There is great emphasis on building children's self-esteem and a good disposition and attitude towards learning. All children develop a strong sense of worth through the good interaction, care and attention they receive from the childminder.

p.6

and outcomes for children

The childminder maintains good standards of hygiene in the home and also encourages children to follow safe hygiene practices, so that they learn from an early age about the importance of taking care of themselves and their bodies. Children's good health is further promoted through the provision of healthy snacks and meals, which include, a wide range of fresh fruit and vegetables. Children have plenty of opportunities to engage in physical activity and take part with gusto in jumping, climbing and running games. They propel and pedal ride-on toys to make themselves move, showing spatial awareness as they move around obstacles and peers. Children develop a positive sense of well-being and are enthusiastic about practising their skills as they develop confidence. The childminder adopts a good range of strategies to raise children's awareness of their own safety and potential risks. For example, she teaches them about road safety and what to do in

p.6

and outcomes for children

the event of a fire. Manners are encouraged all the time and children are developing good social skills and a sense of responsibility for their own actions as the childminder uses encouragement and positive reinforcement to reward them. Children are very well behaved, complying with the very clear boundaries in place. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

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

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.8