Childminder in Sheffield

Inspection date

Previous inspection date 11/10/2012 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children feel safe and secure with the childminder who provides a caring environment where children's emotional and care needs are met.  The environment is organised well and children are able to access resources independently and make their own choices in their play.  The childminder has a sound knowledge of safeguarding and welfare requirements and children's safety is promoted well. She has assessed the risks to her premises well and has minimised risks so children can use all areas downstairs and the garden in their play.

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It is not yet good because

 Observations are basic and do not give enough information about the specific skills children have achieved. As a result, the childminder is unable to accurately plan next steps in children's learning in order to inform her planning.  A suitable range of activities are planned around children's interests. However, they do not always offer enough challenge and excitement.  Educational programmes are adequately covered across the seven areas of learning. However, some areas, such as mathematics, are not covered in sufficient depth.  The childminder is less secure on developing children's thinking skills. For example, the type of questions she presents to the children are closed and do not support children in describing the problems they encounter and how they will deal with them.

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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 in the two main downstairs rooms and the garden.

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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 learning journeys, planning documentation, the childminder's self-evaluation form and a selection of policies, menus, and children's records.

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Inspection activities

 The inspector also took account of the views of one set of parents spoken to on the day.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a semi-detached house in Sheffield with her partner and three-year-old child. The family have a pet dog. The whole of the ground floor and the first floor bathroom and one bedroom of the childminder's house are used for childminding and there is an enclosed garden for outside play.

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Information about the setting

The childminder has completed basic training, including paediatric first aid, child protection and sign language. She visits the local park on a regular basis. The childminder currently has five children on roll, all of whom are in the early years age group. She is open all year round from 9am to 7pm Monday to Friday and offers occasional weekend care.

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must:

 ensure the individual needs, interests and stage of development for each child is used to plan challenging and enjoyable experiences for each child  develop the educational programmes for mathematics by using unplanned opportunities and planned times for children to develop their understanding of number, such as, providing props for children to act out counting songs and rhymes and planning mathematical components in areas such as the sand, water or other play areas.

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

 develop systems to observe each child's development and learning, assess progress and plan for next steps

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

 develop children's thinking and discussion through involvement in their play. For example, by encouraging children to describe problems they encounter and to suggest ways to solve the problem.

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who attend

The childminder has a basic knowledge of the Early Years Foundation Stage and provides a range of activities across the seven areas of learning. The childminder finds out from parents and carers about their child's interests and routines when they first start and this information is used as her starting point. The childminder observes children and writes comments about what they are doing but does not always record specific skills they have learnt. For example, recording the number of steps a child can count. As a result, it is difficult for her to identify children's next steps in their learning because her observations are not focussed enough or precise. The childminder makes adequate use of children's observed interests to plan a range of adult-led and child-initiated activities. Resources are fit for purpose and can be accessed easily by the children so they can make their own choices in their play. The childminder

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who attend

plans activities around children's interests and themes, such as Harvest. However, the activities she provides are not overly exciting or challenging. As a result, children can be restless at times and lose interest quickly. The childminder does not pick up on children's natural curiosity as well as she could. For example, the childminder missed the opportunity to encourage children to talk about what happens when water is added to dry sand. Instead, she asked children to name the sand mould shape and said, 'What is this called?'. Questioning techniques adequately support children's learning but are predominantly closed questions that require one word answers. As a result, children are not given the opportunity to develop their thinking skills, such as talking about what happens when water and sand mix together or work out problems together as a group.

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who attend

Children's language development is promoted. For example, the childminder uses signs, gestures and pictures to support children with English as an additional language and children who need support in language skills. There is a range of books and games to support early literacy skills and children are encouraged to make marks using chalks on coloured paper. Opportunities to develop counting skills are practised in routines. For example, as children walk up the stairs to go to the bedroom for a rest. However, further opportunities to support children's counting skills and other mathematical concepts, such as weighing and measuring are not fully explored.

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who attend

The childminder provides some opportunities to encourage children to explore and investigate the world around them. For example, children enjoy pressing buttons on a torch. They demonstrate they can operate basic technological toys. The childminder has yet to implement the progress check but is able to share with parents about what their child can do and in relation to their developmental bands. The childminder is aware of the importance of involving parents and carers in their child's learning. For instance, she encourages them to read and share stories with their child at bed time and to support their interests in animal books.

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

The childminder demonstrates a sound understanding of young children's emotional needs and is consistent in her approach to behaviour management. For example, she gives the youngest children space and time to calm down when they are feeling frustrated and upset. Children are happy and feel secure in the care of the childminder. For instance, they make their needs known when they want to play with something or need reassurance. The childminder speaks to parents on a daily basis about how their child is getting on and issues relating to care needs are addressed well. For example, the childminder supports children with potty training. Care routines and procedures for nappy changing are appropriate and children who are reticent about nappy changes are encouraged to look at pictures as a distraction. The childminder works with parents and carers to ensure children's needs are met. For example, she supports them in trying to

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

wean children off dummies so young children can speak clearly. The childminder encourages children to be independent, such as putting on their shoes and putting aprons on. Such experiences prepare children adequately for school life. At meal times, children are beginning to feed themselves using cutlery to cut pieces of toast thus demonstrating satisfactory self-help skills. Healthy life styles are promoted in the setting. For instance, children are given reminders about washing their hands at the sink before meal times. Children are encouraged to develop their physical skills and get fresh air outside. They go on regular walks to the local park and use the opportunity to find out about living plants and animals they happen to see. The childminder keeps children safe, for example, by using a baby monitor when children are asleep and keeping the dog outside in a kennel.

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provision

The childminder has a sound knowledge and understanding of safeguarding policies and procedures in order to protect children. She has attended child protection training and knows the signs and symptoms of abuse. She conducts appropriate risk assessments on her premises and supervises children well. No unauthorised persons are permitted on the premises and visitors are asked for identification and a visitor record is maintained. As a result, children are further protected from harm. Systems to monitor progress and plan for next steps, giving each child a challenging and enjoyable experience are not yet secure, to ensure they clearly show children progress towards the early learning goals. The childminder is committed to improving the quality of her service and has completed a comprehensive self-evaluation form. She is dedicated to improve her knowledge of the Early Years Foundation Stage through talking to other childminders and going on courses.

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provision

For example, she has attended a Makaton course to enable her to use sign to support children's language skills. She has addressed previous recommendations following her registration visit. For example, she has secured her back garden with a fence to keep children safe.

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provision

The childminder seeks views of parents and carers by speaking to them on a daily basis and through feedback forms. Parents and carers are pleased with the quality of care and learning. For example, they say, 'It is nice for my child to get individual attention in a homely environment'. The childminder has sound relationships with parents and carers. A daily diary sheet is used for each child to inform parents about care needs and activities their child has enjoyed that day. Parents and carers know they can look at their child's learning journey at any time and they are kept informed about their child's progress in their learning and development via observation sheets and tracking sheets. There are currently no children who attend other early years settings or need support from other agencies. However, the childminder is aware of the need to work with other settings when the situation arises.

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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 EY443637 Local authority Sheffield Inspection number 789914 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 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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