Childminder in Rotherham

Inspection date

Previous inspection date 09/01/2013 Not Applicable

p.1

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 2 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 The childminder actively engages with children during adult-led activities or those initiated by the children themselves. As a result, children make satisfactory progress in their learning.  Children are kept safe and secure because the childminder has effective procedures in place for safeguarding children and keeping the premises secure.  The childminder creates a warm and welcoming environment where children quickly settle and build relationships with her and their peers.

p.1

It is not yet good because

 Children's progress in specific areas of learning, such as mathematics and understanding the world, is not fully supported by effective teaching and planning of activities.  Information obtained from observations made is not used to full effect in order to monitor children's progress and achievements, and this hinders their learning.  Information is not shared consistently with other providers and so children's learning and development is not consistently supported; parents are not routinely supported in helping their child's learning at home.

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

 Activities were observed by the inspector in the childminder's home.

p.2

Inspection activities

 The inspector held discussions with the childminder and observed her practice during the inspection.

p.2

Inspection activities

 A selection of required documents, including safeguarding procedures, children's records and development files, were looked at by the inspector.

p.2

Information about the setting

The childminder registered in 2012 on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She lives with her husband, adult child and one child aged 14 years in the Clifton area of Rotherham. The whole of the ground floor is used for childminding, along with the bathroom and toilet on the first floor. There is an enclosed back garden and driveway at the side of the house for outside play.

p.2

Information about the setting

The childminder is able to take and collect children from local schools and pre-schools and she attends the local toddler groups. There are currently four children on roll, three of whom are in the early years age group. The childminder is a member of the National Childminding Association. She is supported by the local authority.

p.2

must:

 shape teaching and learning experiences for children to fully support their progress; with specific regard to aspects of mathematics and understanding the world  seek ways to engage and support parents and carers in guiding their child's development at home  use the information that is obtained from observations to better effect, so that planning for children's next steps is learning and development.

p.3

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

 develop further the partnerships with other providers where children attend, to ensure the information shared is consistent and effective for children's learning and development.

p.3

who attend

Information gathered from parents when children start attending is used appropriately by the childminder to help her establish a starting point for children's learning. Information, such as what children can do and what they like and dislike, helps with settling children into the provision. However, there is a lack of information sharing with parents around children's progress and how parents can help in their learning and development at home. This results in less consistency for children's learning. Children make satisfactory progress from their starting points. Their communication and language skills are developing well. The childminder constantly talks to the children, asking open-ended questions and engaging in their play. Children respond positively to the childminder and enjoy her company. They enjoy looking at books, both with the childminder and those that they freely choose to look at themselves.

p.3

who attend

Children have many opportunities for outside play in the enclosed rear garden, where they access equipment, such as sit-and-ride vehicles, and they are able to take indoor toys outside to continue their play. The childminder also makes full use of the local park and playing field where children are able to kick and throw balls and play running games to further develop their physical skills. Regular visits to the local toddler groups enhance children's social development as they meet and play with other children. This also prepares them for when they move to a new setting, such as school. The childminder has started to make observations of children's learning and development. However, the use of ongoing observation and assessment to accurately recognise children's progress is not yet fully developed. This means that the childminder does not fully understand their level of achievement, interests and learning styles. As a result, the childminder does not always

p.3

who attend

effectively plan for their future learning and so their progress is not rapid.

p.4

who attend

Nevertheless, the childminder knows what the children enjoy and she has a satisfactory understanding of what they are capable of. She provides a range of activities that she knows they enjoy and this helps to engage them in learning. However, the childminder does not yet make full use of opportunities within planned activities to shape them and extend the learning experiences for children in all areas of learning. For example, when providing a baking activity, she does not use the opportunity to talk to them about where the ingredients come from, the weighing and measuring of the ingredients and the timing of the cooking process. This hinders their learning in the area of understanding the world and also in relation to mathematical concepts.

p.4

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

Information obtained about children at the outset means that the childminder can help them to join the setting feeling confident and reassured. Children enter the childminder's home confidently and welcome visitors as they say 'hello' and engage in conversations. When asked about their morning at nursery school, children are happy to talk about what they have been doing and the friends they have been playing with. Children's confidence and self-esteem are developing well. The childminder offers them lots of praise and recognition for their efforts, for example, as they fix jigsaw pieces together and dress and undress the dolls. The childminder has a sound understanding of factors that might cause children to behave out of character and she talks regularly with parents about home routines and any changes. Children develop an understanding of how to keep themselves healthy because the childminder explains to them why they need to wash hands after

p.4

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

messy activities or before eating. A clean, well-maintained environment and regular risk assessments of the premises and resources help to prevent the spread of infection. The childminder is proactive in protecting children's health and well-being as she discusses their food and dietary needs with parents. Fresh and nutritious snacks and drinks in line with parental wishes are provided by the childminder.

p.4

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

The childminder manages her home environment well and provides children with opportunities for outdoor play as well as the free use of her kitchen/diner and lounge. Children benefit from daily exercise as they enjoy playing in the garden or the local park on a regular basis. The childminder has a variety of toys and play equipment to suit the growing needs of young children. Toys and games are stored in labelled boxes on the floor, enabling children to see what is available and for them to freely choose what they want to play with. The childminder makes sure resources are clean, safe and easily accessible. Children practise their self-help skills with support from the childminder, such as putting on their own shoes and coats. Children form good relationships with the childminder and their peers and have regular opportunities to meet and make new friends as they visit the local toddler groups.

p.4

provision

The childminder has a good understanding of safeguarding children and promoting their welfare. She has attended safeguarding training and is secure in her knowledge of child protection issues. She has a good understanding of the Local Safeguarding Children Board procedures and how to refer any concerns she may have. Her home and garden are safe and she has completed detailed risk assessments of all aspects of her provision. Policies and procedures to promote children's health, safety and welfare are all in place and shared with parents. The premises are kept secure to prevent children leaving unattended.

p.5

provision

The childminder suitably self-evaluates her setting to monitor the service she provides and to identify some areas for future improvement. Overall, she has an appropriate awareness of how to meet children's needs. However, some aspects of the monitoring of the educational programme, observation procedures and assessment of children's progress are not yet fully secure and this impacts upon children's progress. The childminder has developed positive relationships with parents and regularly shares information with them about children's care needs, although there is less information shared regarding children's progress. She uses photographs and collects examples of children's work to share with parents on a regular basis.

p.5

provision

Partnerships with other providers where children also attend have been initiated, although they are not yet fully effective. Therefore, information regarding children's progress is not shared sufficiently to ensure that all aspects of children's learning and development are consistently supported. The childminder is aware of the need to work in partnership with any other services that support children and states that she is confident to do so when the need arises.

p.5

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.5

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.6

Setting details

Unique reference number EY447097 Local authority Rotherham Inspection number 804846 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 2 Number of children on roll 4

p.6

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.

p.7

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.

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.7

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.8

Type of provision

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

p.8