Childminder in Sheffield

Inspection date

Previous inspection date 11/09/2012 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 are happy, motivated and settled with the childminder. They have good relationships with her.  The childminder is skilled in encouraging children to reach their individual potential in their development.  Partnerships with parents are effective as the childminder is committed to working together with them to ensure continuity of care and learning for children. She keeps them kept well-informed both by written information and daily verbal communication.  The indoor and outdoor learning environment provides interesting and stimulating activities that engage children and builds on their interests.  The childminder installs a sense of well-being as children feel safe with her. This is enhanced as she maintains all required and many additional records and documents.

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It is not yet outstanding because

 the childminder provides fewer opportunities for children to extend their understanding of people and community by sharing photographs of family, friends, or pets or favourite people.

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

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Inspection activities

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

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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.

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Inspection activities

 Parents and children's views were obtained by information from questionnaires devised by the childminder for the parents and written feedback from the children.

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Information about the setting

The childminder registered in 2012. She lives with her husband, who is also her assistant, and three children aged five years, three years and one year in Sheffield, South Yorkshire. The home is situated close to local amenities, such as schools and parks. There are two steps down to front door of the house. The whole house is registered for childminding purposes, with bathroom facilities on the first floor. The family has a pet dog, cat, two guinea pig and chickens.

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Information about the setting

The childminder is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to care for three children under the age of eight years at any one time. There are currently two children attending who are within the Early Years Foundation Stage. The childminder also offers care to children aged over five years.

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

 enhance children's learning about people and community by sharing photographs of family, friends, or pets or favourite people.

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who attend

The childminder provides a rich learning environment, which she uses well to successfully support children to make progress and develop to their individual potential. The childminder is skilled at recognising and meeting needs and personalities to ensure children have individualised learning opportunities that stimulate and encourage learning. She knows the children well and proactively ensures activities are focussed on individual interests and learning needs. For example, to support children's mark making skills the childminder introduces different resources, such as writing with sticks, making labels for artwork and writing letters to family. The childminder fully involves them in the planning of activities, such as for a trip to a museum the children plan what they need to wear, how they will get there, what food they will have for the picnic and what they want to see. The experience is enhanced as they ask museum staff questions about exhibits and select and

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who attend

pay for a keepsake from the shop. Younger children are provided with treasure baskets, often containing natural resources, and also a ribbon pot. Therefore, children are enable to progress and develop well as they are enabled to positively contribute to their own learning.

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who attend

The childminder ensures that children make good progress in their development through a varied range of planned, spontaneous and child-led activities. She enhances their learning by introducing a colour, shape and number of the week and a focussed topic. These are promoted informally and often extended or adapted to follow children's interests. For example, a flower-making craft activity becomes a different topic as a child chooses to make a rocket. This was extended as the children make space ships and aeroplanes. They look for aeroplanes in the sky and investigate the shapes they make, such as a cross when two trails crossover.

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who attend

The childminder ensures children experience opportunities to work towards all of the areas of learning. She relates all activities provided, spontaneously, to all of the seven areas. During a baking session she supports children to count and weigh ingredients. As the childminder provides a wide variety of imaginative and art and craft activities children's creativity and exploration is enhanced. All children are enabled to use their imagination freely when they explore art, craft role play and small world. The childminder is very committed to utilising the outdoor environment and using natural resources to enrich children's experience. They collect sticks, leaves and feathers and use them for discussion and craft. They are encouraged to explore texture by using pinecones for painting, investigate snail shells and make mud pies.

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who attend

Diversity is promoted throughout by the childminder and supported by discussions, books, activities, resources and spontaneous activities, which results in children developing a good understanding people and the world around them. A theme about the Olympics is extended as the children use a large wall map to identify different countries. Photographs of Olympians and Paralympians extend children's understanding about disability and the importance of healthy lifestyle. The childminder encourages children to learn about their community by taking them on walk around the area and talking about what they see. However, children have fewer opportunities to talk about significant things in their lives, for example, by using photographs of family, friends and pets.

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who attend

The childminder promotes children's learning about nature as they complete 'bug hunts', visit reservoirs and walk in the countryside. She expands this significantly by involving children in the care of the family chickens. They feed them and collect eggs, which use in cooking activities. They learn about growing as they grow egg shell, make faces out of cress and plant, care for and eat fruit and vegetables they have grown.

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

The childminder enables the children to develop good social skills that equip them well for the future. She uses effective communication to promote their language. The use of books and games demonstrate growing literacy skills. Throughout the childminder uses activities and daily routines to enhance communication. As children are happy and confident with the childminder they benefit from the rich experiences she provides. Relationships are strong and the childminder is warm and caring with the children. The childminder proactively supports children to have a strong sense of self-worth through following the 'Golden Rules', based on respect and kindness. 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.

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

The childminder enables children to learn about healthy eating and a healthy lifestyle through activities she provides. This is enriched by her providing healthy snacks and home-made meals. Physical skills and fitness are promoted as the childminder provides many opportunities to visits local amenities and parks. Activities inside and outside the home, such as stream jumping, action rhymes and dancing enrich children's learning and experience. An 'Athletics Day' devised by the childminder encourages physical development. Baking and cooking are one of the main activities the childminder provides enabling children to learn about healthy eating and different foods. After making pizza the children enjoy making breads of the world, such as Naan and Welsh cakes.

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

The childminder installs a sense of well-being as children feel safe with her. They confidently approach her and seek her reassurance. The childminder routinely practises road safety with the children and they are involved in fire evacuations, therefore, children are developing a real sense of security and self-awareness.

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provision

The childminder's accurate knowledge about implementing all aspects of the learning and development elements of the Early Years Foundation Stage ensures children make good progress and are ready for the next stage of their learning. The childminder uses the prime and specific areas of learning successfully to help children to fulfil their potential. The childminder confidently provides a range of planned activities that ensure children enjoy a broad range of experiences that help them to progress to and meet the early learning goals. She plans activities individually for each child that are focussed on their learning and development needs and own interests. Effective assessment records, that link to the areas of learning, clearly demonstrate children's progress and identify their next steps.

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provision

The childminder ensures children are kept safe and as she demonstrates a clear commitment to safeguarding. She is suitably trained to recognise that children may be at risk of harm and to liaise with appropriate agencies. Clear policies, procedures and record keeping systems ensure children are kept safe, protected and supported. Risk assessments are completed to keep children safe in the home and on outings, including for when children interact with the family's animals. The premises are secure at all times and the childminder has a robust collection procedure.

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provision

The childminder's effective hygiene policies, procedures and consistent routines ensure children maintain and learn about healthy lifestyle. Good use is made of space in the home by the childminder to provide a wide range of different activities and experiences. Quality resources are varied and used well. This significantly supports children to achieve planned goals.

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provision

The childminder has developed a strong and effective relationship with the parents and there is a good two-way flow of information, knowledge and expertise. She ensures that the needs of all children are met and parents are well-informed from when they begin placement with the childminder and ongoing. The childminder strengthen partnerships with parents by a sharing of children's achievements through daily diaries and verbal discussions. She provides parents with copies of policies and procedures and has ensured they have a copy of a parent guidance to the Early Years Foundation Stage. The childminder is committed to develop good links with other providers the children may attend to ensure continuity of children's learning and development. This is very apparent in her clear knowledge of how she will implement this once children start to attend other settings.

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provision

The childminder actively reflects and evaluates all aspects and has strong aspirations of how she wishes to develop the provision. Plans are focussed and appropriate. The childminder actively obtains parents' views about the setting by discussion and through questionnaires. She seeks children's opinions through them writing and drawing pictures about the setting. She is keen to continue to progress and develop her own skills by accessing further training. Therefore, this results in outcomes for children being continually improved.

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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 EY442924 Local authority Sheffield Inspection number 786185 Type of provision Childminder Registration category Childminder Age range of children 2 - 1 Total number of places 3 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:

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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.

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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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