Childminder in Doncaster

Inspection date

Previous inspection date 17/09/2012 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

 Teaching is based on a secure knowledge and understanding of the Early Years Foundation Stage. The childminder has a good awareness of how young children learn and make the makes the most of opportunities to promote children's learning through play, discussions and group activities.  Children are happy, motivated and eager to learn. They show good levels of independence, curiosity and imagination and they are well-behaved and confident.  Children's language and communication are promoted very effectively. The childminder confidently promotes children's communication skills as she helps them to build sentences. Language delay is recognised early and the childminder works closely with the family in order to support children appropriately. Children are skilled and confident communicators.  The childminder has developed good partnerships with children and their families. There is a good level of appreciation for the flexibility of the childminder from parents

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This provision is good

who require care at short notice. Parents demonstrate their trust as they openly discuss the individual needs of their children.

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It is not yet outstanding because

 Children are not always learning why it is important to develop good hygiene practices.  The childminder does not always make best use of opportunities that arise to encourage children to 'read' aloud.

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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 compulsory part 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 in the hallway and the main playroom.

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of one parent spoken to on the day and the information included in the self-evaluation form.

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Information about the setting

The childminder was registered in 2012. She lives with her husband and two children aged two and five years in Balby in the county of South Yorkshire. The home is within walking distance of local facilities including the local school, shop and pre-school. It is accessible, with car parking available at the front of the house. The whole of the property is used for childminding. There is an enclosed rear garden available for outdoor play. The family have a cat, goldfish and two rabbits. The childminder is registered by Ofsted on the Early Years Register and on the compulsory part of the Childcare Register. The care of children may be shared with another childminder who is also registered by Ofsted. All-year round care is provided.

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

 develop further the reading of stories that children already know, pausing at intervals to encourage them to 'read' aloud

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

 review and further develop opportunities for children to learn about the importance of hand washing.

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who attend

The childminder plans a good selection of play and activities that successfully promote children's learning through play. They are interesting and challenging, and they are adapted to ensure that all children, regardless of their age or stage of development, can participate. Her planning takes full account of children's individual learning needs and ensures that all seven areas of learning are well covered. In discussion the childminder confidently identifies the correct development bands that children are presently working within, and this is further supported by the joint observation that was carried out and the evidence in children's progress files.

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who attend

The childminder has a secure knowledge and understanding of how children learn, she uses good questioning techniques which help children to think about what they are doing and encourages their developing communication skills. For example, during a craft activity she encourages children to talk what they were doing, what resources they are using, and she introduces two and three word comments to help prompt younger children to extend their vocabulary. However, she does not always recognise when children want to extend story time by reading a story aloud for themselves.

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who attend

The systems the childminder has in place effectively promote partnerships with parents and other early years providers, which helps to promote the learning and development of the children she provides care for. For example, the childminder has received profiles of children previously cared for by another childminder and this enabled her to quickly ascertain their starting points. In discussion with parents, it is clear that they are eager to share what their children do at home and they attend a mutually convenient meeting where they look at their children's profiles and discuss where they are in their development. The childminder communicates with children's schools, providing them with information about what they are learning at her setting which is received positively and keeps their teacher up-to-date with their achievements and extends their learning. For example, they worked jointly together to help children learn their letters and numbers.

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

Good health and well-being is successfully promoted by the childminder. For example, children have lots of opportunity for outside play in the garden, which is well-resourced. The equipment promotes their physical well-being and their interest and enthusiasm for fresh air and exercise. They are provided with healthy balanced diets that include a combination of lots of fresh fruit and vegetables, light sandwiches and hot meals. Children are observed to enjoy their lunch together and their understanding of healthy food is further promoted as they are encouraged to eat the healthier option first. Good hygiene practices are well implemented with children washing and drying their hands thoroughly before meals and after using the toilet. However, there is not always a clear explanation about why they are washing their hands, which potentially prevents children fully understanding the reasons behind good hygiene practice. The childminder implements an

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

exclusion policy for children who are infectious in order to protect others. Positive behaviour is effectively encouraged. Children behave in ways that are safe for themselves and others, and are learning to develop an understanding of dangers and how to stay safe through their daily routine and activities. For example, are learning not to climb and stand on small chairs, and show through their body language that they are happy, safe and secure, such as when they snuggle into the childminder to listen a story, and use the visitor's laptop to type in the familiar letters of their name.

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

The childminder shows great interest in what children are doing, and her well-timed intervention guides and supports children very well. They make good progress in their personal social and emotional development, physical development and communication and language building on the skills they need to be ready for school. They are learning to accept the needs of others and can take turns and share resources, sometimes with the support of the childminder. For example, when they take a toy off another child and they are encouraged to give it back and take turns. They can select and use activities and resources independently and they move freely and confidently in a range of ways, such as running, jumping and hopping which is demonstrated as they all excitedly join in a familiar marching game. Older children listen to stories with increasing attention and recall, give meaning to the marks they make as they draw and show good concentration during

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

activities whether they are adult-led or child-initiated. Toddlers show pleasure while they explore the toys and resources showing the start of a positive disposition to learning. For example, they freely select mechanical toys and investigate things repeatedly, such as sliding a lever and pressing buttons on a toy working out that one action makes the lights flash and another makes the musical sounds.

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provision

The childminder demonstrates a commitment to improving the quality of her provision and has identified her priorities for improvement through completing her self-evaluation. Implementing these ensures improvement to the quality of the provision for children. For example, the childminder has identified how she can use space more effectively to accommodate the needs of children who wish to complete their homework in a quieter environment. Since commencing childminding the childminder has extended children's opportunities to explore their wider environment through visits to local farms and soft play areas. The childminder has continued with her own professional development and has attended appropriate training. For example, she has current first aid, food hygiene and safeguarding certificates. The childminder is also booked onto courses to attend training for the Common Assessment Framework, the two-year-old progression assessment and

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provision

the revised Early Years Foundation Stage.

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provision

The childminder has developed good systems to observe, assess and monitor each child's progress. Although at present there are no children who attend that require additional support, the childminder demonstrates a good understanding of her responsibility to liaise closely with a wide range of professionals and work with them in order to support children and their families who need it. The childminder has quickly established very good partnership working with children's parents and this has resulted in parents being fully included in their children's learning. Parents' views are sought informally through discussion and more formally during scheduled meetings to discuss their children's progress.

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provision

The childminder works in partnership with parents and others to safeguard children. She demonstrates a good understanding of child protection and is confident in her ability to implement procedures in order to successfully protect children. All required documentation is in place and include procedures to be implemented in the event of lost, uncollected children and safeguarding. Robust risk assessments clearly identify possible hazards and the action taken by the childminder to reduce any risks, which assists in keeping children safe. The childminder provides an environment that is welcoming, safe and stimulating where children enjoy their learning and grow in confidence. Every child, from the youngest to the oldest, and of every ability, receives a happy and enjoyable early years experience that secures their future learning.

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The Childcare Register

The requirements for the compulsory 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 EY442834 Local authority Doncaster Inspection number 786982 Type of provision Childminder Registration category Childminder Age range of children 3 - 1 Total number of places 4 Number of children on roll 5

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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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