Childminder in Sheffield

Inspection date

Previous inspection date 06/09/2012 Not Applicable

p.1

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

p.1

This provision is good

 The childminder has high expectations for children and a good awareness of how young children learn which ensures each child makes good progress.  The childminder is extremely alert and proactive in meeting individual needs and encouraging children to make strong progress in their development, including through liaison with parents and other practitioners.  The indoor learning environment provides interesting and stimulating activities that engage children and builds on their interests.  Children feel secure and are kept safe as the childminder has all required and many additional records and documentation in place. She is extremely alert to promote children's safety both in the home and on outings.

p.1

It is not yet outstanding because

 the childminder does not always use available resources to best effect, such as the outdoors for planting and growing  the childminder does not always expand children's imagination and learning in activities, such as sand and water play by extending them to the outdoors.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities between the childminder and cared-for child inside the home. The inspector supplemented all observations with pertinent questions.

p.2

Inspection activities

 The inspector looked at the children's development records and the childminder planning of activities.

p.2

Inspection activities

 Detailed discussions were held with the childminder about what and how she provides for the children in her care. How she meets their needs and works with parents. Her views were shared about her plans for her provision in the future.

p.2

Inspection activities

 Parents' views were obtained by information from questionnaires devised by the childminder for the parents.

p.2

Information about the setting

The childminder was registered in 2012 and lives with her husband, who is registered as an assistant, and six children in Shirecliffe, Sheffield, South Yorkshire. The whole of the ground floor, the first floor bathroom and two bedrooms are used for childminding. There is a fully enclosed outdoor play area. The home is reached via steps to the rear and front door. The premises are within easy reach of public transport, shops, parks, schools and community resources.

p.2

Information about the setting

The childminder is registered to care for a maximum of three children under eight years at any one time, of whom no more than two may be in the early years age range. There are currently four children attending of whom two are within the Early Years Foundation Stage and all of them attend on a part-time basis. The childminder also offers care to children aged over five years. She is registered by Ofsted on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder supports children with special educational needs and/or disabilities. The childminder receives some support from the local authority.

p.3

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

 expand children's imagination and learning by providing opportunities for them to explore resources such as sand and water play in a variety of ways, including extending it to the outdoors.

p.3

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

 make further use of outdoor areas to give opportunities for investigation of the natural world such as opportunity for planting and growing.

p.3

who attend

The learning environment successfully supports children to make progress and develop well. The childminder has high expectations of all the children and she is skilled at recognising and meeting needs and personalities to ensure they have individualised learning opportunities that stimulate and encourage learning. The childminder is responsive to ensure all children have opportunity to experience all activities fully as she proactively adapts activities to ensure all children are enabled to make good progress. She knows the children well. For younger children she has created activity bags which focus on a particular child's interest. A child's interest in colour and texture is enriched as they search in the bag for ribbons, shiny and textured material. A younger child's communication and co-ordination skills are enhanced as she is encouraged to thread large beads onto laces.

p.3

who attend

Children enjoy purposeful play through a range of planned, spontaneous and child-led activities which ensures that they make good progress towards the early learning goals. The childminder is actively responsive to children's interests. Initially she provides a rich range of activities and has a selection of themed plans but the main focus is that children are enabled to choose activities freely. Activities are extended and adapted to meet children's needs. Children's interest in a favourite story is extended as they take binoculars into the woods to search for the main character. This is supported by craft activities. Colour, letter, calculation and mark making development are supported well within spontaneous, routine, child-led and focussed activities. Children's interest in mark making and texture is encouraged as they experiment with different resources, such as using sticks and chalking outside.

p.3

who attend

Creativity and exploration is promoted as all children enjoy access to a variety of art, craft and imaginative activities, such as role play and small world. The childminder uses home- made resources to support learning and development including water bottles and story sacks. Children have access to musical activity centres, non-active calculators and mobile telephone.

p.4

who attend

Children learn about the world around them and diversity through discussions and by books, activities, resources and by national and international celebrations. A love of books is promoted by spontaneous story times. The childminder has a good range of books and has created a range of story sacks. She uses props, such as hand puppets and puppet books to enrich the children's experience. Children learn about the community and world around them as they use binoculars to look at, talk about what they see and identify areas of the city. They play 'Can you find game?' They visit a celebration gold post box in the area after learning about the Olympics. Children use a globe to investigate different places in the world and continue this by investigating the country they find. They learn about nature as they visit the local parks and use resources, such as small world, although the outdoors is always used to best effect. For example, there are fewer opportunities for

p.4

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

Children are happy and enjoy positive experiences with the childminder. Interactions are good and children benefit as the childminder is warm and caring with them. Children's communication skills are promoted well as the childminder and children hold detailed conversations about their experiences, family and lives. Imaginative play is used to enhance communication. Children behave well as they receive high levels of attention and are engaged in interesting activities. The childminder places a major focus on children growing as individuals by encouraging children's social skills, independence and by enhancing their self-respect and esteem. They have a strong sense of self-worth as they follow the childminder's behaviour boundaries and house rules based on respect and kindness. Children learn respect for themselves and others as the childminder explains why some behaviour is not acceptable. The childminder increases children's socialisation

p.4

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

and social skills by visiting children's groups. She is extremely alert to responding to children's individuality and different personalities. The childminder is a good role model and the consistent use of praise and positive reinforcement contributes effectively to the children developing a good sense of self and belonging to a wider family group. Children are enabled to learn about healthy eating through healthy lifestyle activities and the childminder providing healthy snacks and home-made meals. Children keep fit through visits to local amenities and parks. They enjoy inside and outside play in the home such as action rhymes and dancing. However, occasionally there some lost opportunities to enhance children's experiences. For example, sand and water play outside is not utilised well. The children feel safe with the childminder as they confidently approach her and seek her reassurance.

p.4

provision

Planning of activities ensure children are enjoying a broad range of experiences to help them progress to the early learning goals. Personalised assessment records are linked to the areas of learning and clearly demonstrate children's progress and identify their next steps. Children are helped to make good progress and their development is encouraged as the childminder is knowledgeable about implementing all aspects of the learning and development elements of the Early Years Foundation Stage. She is confident about implementing the two-year-old progress checks and ensuring children are ready for the next stage of their learning. She is clear about visiting all of the areas of learning and is confident in using the prime and specific areas of learning to help children to fulfil their potential.

p.5

provision

Children are well protected because the childminder has a strong understanding of safeguarding procedures supported by an effective policy. Their safety is enhanced as the premises are secure at all times and the childminder is clear about her role and responsibilities. Visual daily checks and written risk assessments are carried out to minimise any hazards and provide a safe environment. All required and additional documentation is in place and maintained well to support the smooth running of the setting and ensure children's well-being. Children are protected as the childminder has clear safety routines for outings. Children have the freedom to access a rich range of resources and equipment which are well maintained, clean and suitable for children's use. Children's health is promoted well. The childminder has effective hygiene policies, procedures and consistent routines.

p.5

provision

Partnerships with parents are well established which help to create consistency between the home and the setting. There is ongoing daily discussion about the care and learning of each child supported by a care and learning daily diary ensuring the parents and childminder are always well informed. This is enhanced by the childminder's strong emphasis and commitment to work together with parents. Smooth transitions for children and their parents are assured as she completes individualised settling-in programmes which are informed by the child and parents. The childminder obtains their views about the setting formally through questionnaires and informally.

p.5

provision

Continuity of children's learning and development is consistent as the childminder is committed to develop good relationships with other providers the children attend. This is very apparent in her proactive communication and joint working with specialist services for children with children with special educational needs and/or disabilities.

p.5

provision

Children's well-being is enriched as the childminder has completed all required training and ongoing additional training. The childminder has developed a strong culture of reflective practice and self-evaluation to identify the setting's strengths and priorities for development that will improve the quality of the provision for all children.

p.6

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

p.6

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.

p.6

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.

p.6

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.

p.7

Setting details

Unique reference number EY442797 Local authority Sheffield Inspection number 784871 Type of provision Childminder Registration category Childminder Age range of children 2 - 2 Total number of places 3 Number of children on roll 4

p.7

Name of provider

Date of previous inspection Not applicable

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

Type of provision

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.

p.7

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. 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.

p.7

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,

p.8

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’.

p.9

Type of provision

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

p.9