Childminder in Doncaster

Inspection date

Previous inspection date 10/01/2013 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's individual needs are met well because the childminder takes time to get to know the children in her care.  Planning for children's individual next steps and monitoring of children's progression is secure across all areas of learning. As a result, all children are progressing well.  Children have access to great outdoor play opportunities. This allows children to play in a fun and stimulating environment.  The childminder has high expectations for the children and understand how they learn. This ensures that each child makes good progress and are well prepared for school.

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It is not yet outstanding because

 Children do not fully understand how to express their feelings, resulting in children becoming easily frustrated.  Children are sometimes overloaded with adult interactions, meaning that they have less opportunity to process what is said to them and have time to think and talk.

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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 main playrooms used for childcare.

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Inspection activities

 The inspector spoke with the childminder at regular intervals throughout the inspection and made observations of the three children present.  The inspector observed all relevant documentation provided.

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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 with her husband and two children, aged three and seven years, in a house in Doncaster South Yorkshire. The whole of the ground floor and the rear garden is used for childminding.

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Information about the setting

The childminder attends a childminder group and the local toddler groups. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, two are in the early years age group, who attend for a variety of sessions. One child is school-aged, who attends before and after school. The childminder provides care all year round from 8am to 6pm, Monday to Friday.

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

 help children to understand their feelings and enable them to manage their frustration through the use of, for example, activities, games and stories

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

 provide children with opportunities that give them time to talk and think about responses and what they are doing.

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who attend

Effective observation, assessment and planning methods closely monitor children's progress across all seven areas of learning. The childminder uses the information from her written assessments of children's learning to plan for their future learning. Photographs in children's individual folders show that they enjoy a wide range of stimulating activities and experiences. The childminder knows the children well through her good partnerships with parents and from taking time to get to know the children well. Systems are fully embedded to find out children's starting points. As a result, the childminder has an accurate assessment of children's prior skills, knowledge and understanding on entry to the setting. Parents are kept well informed of their child's progress. They are encouraged to support and share information about their child's learning and development at home to ensure a consistent approach. As a result, children are making good progress in relation to

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who attend

Children develop their creative and thinking skills on a daily basis, where interactions challenge them effectively, However, as a group grows larger, interactions and conversations are sometimes rushed and the childminder does not always give children time to respond fully. This means that children are not always given time to think and talk. Children enjoy singing and choose which song they want to sing. Younger children enjoy babbling, increasingly experimenting with sounds, and creating personal words. The childminder listens actively to the different messages young children are trying to convey. She then repeats and models the language to help them build sentences. Children explore change, as they make their own buns. They take turns to add their ingredients and mix them together in a bowl. They listen carefully and repeat new mathematical vocabulary. They also compare the size and shape of the trains as they make a large track for the

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who attend

small world trains to go around. Children are fully engaged in activities and overall, they play cooperatively. However, some children become easily frustrated and upset. They do not have the skills that support them in managing their feelings appropriately. Sometimes, this results in disruption to the group's activity.

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who attend

Children play in a safe environment and the playroom is full of well-organised resources. As a result, children are able to play with a variety of toys and equipment that promote all areas of their learning and development. All children are able to easily access resources and equipment as they are stored at low-level, promoting their independence.

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

Children settle into the childminder's environment through a gradual parent-child separation process. The childminder ensures that she has information about children's interests when they start in the setting to assist in the settling-in process. Children are developing positive relationships and forming secure attachments with the childminder. For example, they seek reassurance when they feel unsure or are tired and the childminder quickly recognises their unease by comforting them. She recognises when children are tired and when they are hungry and meets their needs appropriately. Children demonstrate that they feel safe as they confidently explore resources. The childminder is always on-hand to support their play.

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

Children have healthy meals and snacks prepared by the childminder, who takes into account parental wishes and dietary requirements and provides a wide range of fruit and vegetables as an essential part of the meal. Children are helped to be independent in their personal hygiene and they are beginning to understand the importance of hand washing because the childminder is also a good role model and follows well-established hygiene routines herself. Children enjoy fresh air and exercise as part of their normal day as they visit local amenities, such as the school and children's groups. Children gain a good awareness of diversity as they access resources, such as, books, puzzles and small world figures, which include positive images of ethnicity, gender, religion and disability.

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

The childminder has an appropriate understanding of helping to prepare children for transition into other early years settings. For example, she will go to the local pre-school and introduce herself to teaching staff there. With parents' consent, she will ask that the pre-school share information with her about the child. She then uses this knowledge to help children to be confident about moving onto a new setting.

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provision

The childminder has an effective system to track how well children are learning in relation to their age and stage of development. This helps to ensure that most of the specific needs of the children are being met well. She has a good understanding of her strengths and areas to develop because she is reflective about her practice. This means that the quality of provision for children continually improves. She has arranged to attend training to keep her knowledge of the revised Early Years Foundation Stage Framework up to date. This demonstrates her capacity to maintain continuous improvements. Overall, the childminder creates a welcoming and safe environment where children are stimulated to learn and grow in confidence.

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provision

The childminder has a good awareness of the safeguarding and welfare requirements and knows how to keep children safe. She has attended a safeguarding course and knows the procedure to follow should she have a concern about a child in her care. Clear policies and procedures for other aspects of care, including giving medication to children are embedded in her practice. These are shared with parents, so that they know the standard of care their child will receive. Children are kept safe and their well-being is promoted because the childminder clearly understands her role in child protection. The childminder's home is safe and secure and risk assessments help to minimise hazards. She monitors anyone coming to the premises and records their attendance in her visitor's book.

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provision

The childminder values partnership working. She has formed good relationships at the local school and has regular contact with the teaching staff. This provides continuity of care, play and learning for all children, who attend.

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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 EY448232 Local authority Doncaster Inspection number 806918 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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

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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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