Childminder in Sheffield

Inspection date

Previous inspection date 09/10/2012 22/10/2008

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early years provision

This inspection: 2 Previous inspection: 3 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 from their starting points across all areas of learning.  The childminder supports children well through individualised learning programmes, explored through play in a spacious environment that includes many opportunities for decision making.  The childminder has a good knowledge of how children learn and uses good questioning techniques to encourage their thinking, communication and language skills.  Children are happy and settled. The childminder has a good understanding of children's individual needs, successfully promoting their emotional well-being and safety.  The childminder is well-organised and effective in evaluating her practice to secure continuous improvement through plans that positively improve children's experiences.

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It is not yet outstanding because

 Parents are not fully encouraged to contribute to their children's ongoing learning and development record or to share activities or achievements from home.  The display of words, such as labels on storage, signs and posters is not plentiful in the children's play environment.  Natural materials and resources that promote children's sensory experiences are not freely accessible indoors for children to explore different textures.

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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 kitchen/dining room and main playroom.

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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 originally registered in 1998 and was re-opened at her current address in 2001. She lives with her three children aged 11, 13 and 15 years in Greenhill, a suburb close to the city centre of Sheffield. Access to the property is via a sloping driveway and flight of steps with a hand rail. The whole of the ground floor of the property is used for childminding and there is a fully enclosed garden for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently 12 children on roll, four of whom are in the early years age group. Children attend on a full- and part-time basis. She also offers care to children over five to 11 years of age. 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 has completed basic training including first aid and child protection. She is a member of the National Childminding Association and also of the South West Sheffield Childminders Cooperative. The childminder attends the local parent and toddler group and childminding groups.

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

 increase the amount of print in the environment, such as labelling on storage, signs and posters, to further encourage children to learn about words

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

 extend the range of materials, resources and sensory experiences to enable children to further explore different textures.

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who attend

The childminder has a good impact on children's learning and development. As a result, children make good progress. Opportunities for learning in the prime and specific areas of learning help all children to reach, and sometimes exceed, expected levels of development. The childminder takes good account of their starting points and capabilities, the length of time they have been at the setting, and how often they attend. The childminder has a good understanding of how to foster children's progress effectively. She asks new parents for details about their children's development and their routines so that she bases her teaching on these from the outset.

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who attend

She makes good use of conversation about the children's chosen activities. She plans and offers activities based on those which children have previously shown interest. For example, a young child happily sorts and organises role play resources to make a pretend picnic. They concentrate for a long time, supported well by the childminder's close attention and comments about their activity. They name and discuss the different play foods they find items, such as pizza and cake, count how many slices they have and share a 'cup of tea'. The childminder is well-aware of how to extend children's play and of how to challenge their thinking. She offers toddlers new words as they read books together. For example, the childminder effectively supports children to identify and name the different animals they can see, such as hippopotamus, seal, tiger, chicken and dog. The childminder then extends this activity by asking the child what sound each of these

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who attend

animals makes before repeating these back to them. The childminder follows children's interests well to extend meaningful learning. For example, she uses a child's fascination with pictures in a book to help them to name facial features, such as hair, nose, eyes and ears. Many activities are stored at a low level to promote children's independent access. However, the childminder has not labelled storage to help extend young children's awareness of print in their environment and the range of signs and posters is variable.

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who attend

As a result of the childminder's expertise, all children receive good support to acquire the skills and capacity to develop and learn effectively. They are individually prepared to be ready for the next stages in their learning. For example, the childminder checks that children soon to start at pre-school are appropriately independent in personal hygiene and dressing, and are able to recognise their names. The childminder demonstrates consistent expectations, for example, around children's participation levels and behaviour. She takes good account of their levels of stamina and of how they are feeling. She engages and motivates children through her enthusiasm for activities and her good knowledge of how to include children at different stages.

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who attend

The childminder works closely in partnership with parents. She gains information from parents about children's routines and starting points, which she uses effectively to support children's individual needs. Parents receive regular information about their children's progress. This is through informal discussion and daily journals providing details of the day's routine, photographs and activities children have participated in. This keeps parents successfully informed about their children's well-being and development. However, systems to encourage parents to get actively involved in their children's learning and development records and to share their achievements from home are not yet fully developed. Consequently, the childminder is not able to include this full range of information in her planning of activities for children. Parent's comments on recent questionnaires show that they are happy with the good relationships that the childminder

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who attend

fosters with their children and the range of activities and outings that she provides.

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

The childminder's effective care practices help children feel emotionally secure and promote their physical and emotional heath. Children are happy, settled and content. The childminder has a good understanding of children's individual needs and follows their daily routines so they feel safe, secure and form good attachments and bonds. Children are confident to express their feelings and come to her for cuddles when they are tired. Having the childminder close by means young children gain confidence to explore their surroundings in safety.

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

Children learn to behave well. The childminder is skilled at supporting young children to share and is a positive role model, for example, in using good manners. Children have various experiences that enable them to socialise with children of different ages. They learn to play cooperatively with other minded children, get on particularly well with the childminder's family, and learn to socialise as they visit local toddler groups.

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

The childminder organises her home well to meet the needs of all the children in her care. The well-resourced, welcoming environment provides a good range of easily accessible toys and play equipment. Thoughtfully positioned resources enable children to make choices about their play, which successfully fosters children's developing independence. However, opportunities for children to freely explore different textures of a range of natural materials, resources and sensory experiences on a regular basis are variable. Children have daily opportunities to be outdoors and go on outings to get fresh air and exercise. For example, children enjoy riding wheeled vehicles in the garden, playing with balls and observing wildlife in the child-friendly pond. The childminder regularly takes children on outings to local parks, woods and soft play centres. The childminder liaises closely with parents to follow the individual feeding and sleep routines for young children.

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

If children require any medication, the childminder obtains written parental consent and keeps a detailed log. This helps to promote the good health of children. Children receive good support to value a healthy diet, and to manage their own hygiene and personal needs. As a result, children are well-prepared for their transition to other early years settings and into Reception Year.

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provision

The childminder conscientiously carries out her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. This includes effectively monitoring the educational programmes and children's progress so that children continue to achieve well in each area of learning. The childminder is well-aware of children's developmental stages. As a result, she is well able to suggest that parents seek further advice from health professionals to prevent any gaps in children's learning arising. The childminder successfully personalises her planning and teaching for each child. Children benefit from the good depth and breadth of the activities offered. They respond well to focused challenges that reflect the needs, aptitudes and interest of each child.

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provision

The childminder meets her responsibilities well regarding the safeguarding and welfare requirements of the Early Years Foundation Stage. She implements these consistently to create an environment that is safe, welcoming and stimulating. The childminder has a strong knowledge of how to keep children safe. She is well-aware of how to respond if she has a concern about a child and updates her knowledge by attended regular child protection training. She continually risk assesses all outings and both the indoor and outside play space to ensure that children can play safely. In addition she completes detailed individual risk assessments for each child in her care when they start attending. Overall, effective partnerships with parents benefit children's settling and progress. Parents receive good information about the childminder's setting through detailed policies and procedures and daily discussions. The childminder works effectively in partnership

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provision

with other early years settings that children also attend. She frequently liaises with children's key persons and shares their learning journals with pre-school staff to check for any concerns and to foster continuity of care.

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provision

The childminder is committed to a good programme of training and ongoing professional development. She aims to further extend her knowledge of observational assessment and planning to ensure she continues to meet the needs of all children in her care. The childminder makes good use of evaluation in informing priorities and setting challenging targets for improvement. She values the views of parents gained in conversation and annual questionnaires. She follows children's preferences particularly closely. The childminder sets herself high standards and her practice is consistent.

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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 300475 Local authority Sheffield Inspection number 818606 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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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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