Childminder in Sheffield

Inspection date

Previous inspection date 04/10/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children take part in a wide range of interesting and stimulating activities. They make good progress in their learning and development overall, given their age, ability and starting points. They are well prepared for their next stage in learning.  The childminder has a good knowledge of how children learn and uses good teaching skills and questioning techniques to encourage their thinking and understanding.  Children develop a strong sense of belonging and behave well as the childminder is very caring and skilled at managing behaviour.  The childminder is enthusiastic about her provision and reflects well on her practice, making changes as needed. She effectively plans for her own development through undertaking further training.

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It is not yet outstanding because

 The organisation and accessibility of some resources does not always facilitate young children's independent choice.  Opportunities for children to preserve memories of special events to enhance their understanding of people and communities are not yet embedded.  Parents are not fully encouraged to contribute to their children's ongoing learning and development record or to share activities or achievements from home.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities and care routines in the two main downstairs rooms.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, the provider's self-evaluation form and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector also took account of the views of parents, as recorded in their written feedback to the childminder and in information included in the self-evaluation form.

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Information about the setting

The childminder was registered in April 2012. She lives with her husband and two children aged 13 and nine years in High Green, Sheffield in South Yorkshire. Premises are accessible via a small step to the side door. The whole of the ground floor and upstairs bathroom and front and rear bedrooms of the childminder's house are used for childminding. The garden is not being used for childminding. However, the childminder takes children to visit local parks, woods and fields for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has a pet dog and two cats.

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Information about the setting

The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder currently has one child on roll in the early years age group who attends on a part-time basis. She is open all year round from 7.30am to 6pm Monday to Friday except for family holidays agreed in advance.

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Information about the setting

The childminder receives support from the local authority and has completed basic training including first aid and child protection.

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To further improve the quality of the early years provision the provider should:

 continue to develop children's independent choice by reviewing the access to resources and materials for young children

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To further improve the quality of the early years provision the provider should:

 promote further children's awareness of people and communities by providing ways of preserving memories of special events, such as making a book, collecting photographs, tape recordings, drawings and writing

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To further improve the quality of the early years provision the provider should:

 extend further systems to enable parents and carers to regularly contribute to their child's learning and development record and to share achievements from home.

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who attend

Children make good progress in their learning and development, as the childminder knows them well. She makes regular observations of their achievements in order to assess their progress and identify their next steps in learning. She takes good account of how often children attend and revises these goals regularly to keep aware of children's current learning needs. The childminder plans a wide variety of activities and experiences across all seven areas of learning that build on children's interests and their existing knowledge and skills. This keeps children of all ages challenged, interested in activities and well- prepared for the next stage of learning or for school.

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who attend

Children's early reading and writing skills are developing well. They are provided with daily access to a variety of writing implements and participate in a broad range of messy play and craft activities. This means that they have numerous creative opportunities to begin to make marks. They are well supported by the childminder, who allows them time to explore and offers further support and encouragement. For example, young children are supported to roll different sized and textured wheels in paint and to make marks by rolling and pressing them onto paper. The childminder effectively extends this learning by introducing shaped sponges and brushes which the child then uses to make 'dab' and 'splat' patterns before using their fingers to smear paint on their hands. The childminder fosters children's early language and communication skills as she talks to them as they play and listens carefully when they attempt new words. For example, she encourages

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who attend

children to listen to the 'squish' sound the paint makes in their hands when they squeeze their fingers together and praises children's attempts to name the different colour paints. The childminder actively encourages children's love of books. They regularly visit the library where they choose books that interests them, such as on transport. The childminder makes effective use of story sacks to enhance the story telling experience for children.

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who attend

Children learn about the wider world as they go on interesting outings based on the childminder's knowledge of the children. They visit local parks, woods, ponds and farms to see and feed various animals and to explore nature. However, other opportunities to extend children's awareness of people and communities by providing ways of preserving memories of special events, such as making a book, collecting photographs, drawings and writing are less well developed. Children develop good social skills as they visit local children's groups where they meet a range of other adults and children. They form strong caring relationships with the childminder and her children and learn to share and take turns as they play. The childminder encourages good manners and responsibility as children enjoy helping pack away toys, as they get ready for school. The childminder uses daily routines and activities to promote children's counting and problem solving skills. For

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who attend

example, children enjoy opportunities to sing number songs and rhymes, count as they go upstairs and work out how to fit two trains together. Children use a good range of tools to develop their physical skills including puzzles, games, balls, threading activities and musical instruments.

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who attend

The childminder has developed good partnerships with parents. Comments on recent evaluations show that parents are particularly happy with the good relationships that the childminder fosters with their children and the range of themed activities and outings she provides. The childminder finds out useful information about the children through talking to parents and observing the children in her home. She effectively uses the information to plan for children's learning and care needs. However, the assessment procedures do not make the most of opportunities for parents to share consistent information about how their child has been learning and developing at home. Consequently, the childminder is not able to include this full range of information in her planning of activities for children.

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The contribution of the early years provision to the well-being of children

Children are happy, confident and play well as the childminder develops good relationships with them. She is caring, attentive and affectionate and uses lots of praise and smiles to make children feel safe and secure. As a result children demonstrate a strong sense of belonging and their self-esteem is promoted. Children negotiate and work well together and are keen to take on responsibility. For example, older children enjoy opportunities to help the younger ones and are very caring towards them.

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The contribution of the early years provision to the well-being of children

The childminder has worked hard to build up a wide range of resources so that children have many opportunities to play, explore and develop their own learning. For example, children confidently explore objects in the treasure basket, use magnifying glasses to examine acorns, leaves and cones which they picked in the woods the day before and play with the cars and trucks. Older children make independent choices about their play inside as the resources are accessible and well organised. However, this is more difficult for younger children because not all relevant resources and materials are accessible at their level. As a result they are not consistently able to make independent choices.

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The contribution of the early years provision to the well-being of children

The childminder provides daily opportunities for children to play outdoors and enjoy the fresh air when visiting the local park and woods. Younger children also enjoy weekly trips to the local toddler groups where they develop their physical skills on bikes and climbing frames. The childminder constantly assesses risk to children when they are out and closely supervises them at all times. Children learn safe behaviour as they learn about crossing roads safely. Children benefit from freshly prepared, home cooked meals and enjoy melon, apricots, grapes, kiwi and raisins at snack time. The childminder explains to children that fruit is good for them, which helps develop their understanding of healthy eating. Young children begin to learn to manage their personal needs when they help wipe their hands after eating and messy play. Older children quickly become familiar with simple good hygiene routines, such as taking their shoes off in the house. The childminder encourages

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The contribution of the early years provision to the well-being of children

children to manage their own clothing, such as putting on their own coats before going to school without being asked. As a result, the childminder prepares children well for their transition into reception class.

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provision

The childminder has a clear understanding of how to promote children's welfare and the requirements of the Early Years Foundation Stage, including the Development Matters guidance. She has a good awareness of child protection procedures, has attended relevant training and has a secure knowledge of the correct procedure to follow should she have any concerns. The childminder shares all her policies, including safeguarding and complaints, with parents so they are aware of her responsibilities. She has completed paediatric first aid training and has effective procedures in place for recording accidents and the administration of medication. She effectively completes all required documentation and obtains written consents from parents so she can follow their wishes. She takes care to review her work, particularly her planning and delivery of the educational programmes, and ensure that her home is welcoming and safe. This means

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provision

that children enjoy their play and learning, their confidence and self-esteem are promoted and they have a positive experience that forms a sound base for their future learning.

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provision

Overall, effective partnerships with parents strongly benefit children's settling in and progress. Parents receive good information about the childminder's setting and about the new Early Years Foundation Stage. The childminder has a strong understanding of the importance of partnerships with external agencies, if this is required. She has already started to implement good systems to liaise with the local school and nursery that so that children attending another early years setting receive the support they need to help them make good progress.

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provision

The childminder has made a good start to childminding and is positive and enthusiastic about her role. She has effective systems for evaluating her provision and setting challenging targets for improvement. She actively seeks feedback from parents and children to help identify her strengths and areas for development. Since registration, the childminder has already extended her range of resources and reorganised her observational assessment to reflect the new framework. The childminder has a clear vision of how she intends to continue to improve outcomes for children. For example, she is booked onto a level 3 childcare qualification. The childminder demonstrates a strong commitment to improving her provision for children's care, learning and development.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY444532 Local authority Sheffield Inspection number 789938 Type of provision Childminder Registration category Childminder Age range of children 1 - 2 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply: Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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