Childminder in Doncaster

Inspection date

Previous inspection date 22/01/2013 23/03/2009

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early years provision

This inspection: 2 Previous inspection: 2 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 confident, happy, motivated and settled with the childminder. They have good relationships with her and have fun.  Children are enabled to reach their full potential in their development as the childminder knows them well. She is skilled in providing them with individualised opportunities that ensure they have a rich range of experiences across all of the areas of learning.  Children's learning and care is enhanced as partnerships with parents are strong. The childminder works effectively with them to ensure continuity for all children. She keeps parents well-informed both through written information and daily verbal communication.  Children's well-being is enhanced as the childminder installs in them a sense of security as they feel and are, safe with her.

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It is not yet outstanding because

 Children's actual development and progress is less apparent as the childminder does not include incidental events and occurrences to identify children's progress  Children have less opportunity to enhance their experiences by exploring new ideas, developing their own ideas and make links as the childminder does not always extend activities.

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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 children. The inspector supplemented all observations with pertinent questions.

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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 children's needs and works with parents.

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Inspection activities

 The inspector looked at the children's development records, the childminder's planning and examined her policies and procedures

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her family in a house in Carcroft, Doncaster in South Yorkshire and uses the whole of the ground floor, the bathroom on the first floor and the rear garden for childminding. The family have a pet dog. The childminder attends a childminder group and the local children's centre. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently six children on roll, five are in the early years age group who attend for a variety of sessions and one is a school-age child who attends before and after school. She is open all year round from 7am to 5.30pm Monday to Friday except for family holidays, bank holidays and two weeks at Christmas. The childminder provides funded early education for two-, three- and four-year-old children. She is a childminder mentor for the local childminding group and has an assistant.

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

 make sure incidental events and occurrences are included in assessing children's progress and development

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

 extend routine activities further to enable children to explore new ideas, develop their own ideas and make links.

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who attend

Children are enthusiastic, active learners and make good progress in their learning and development. The childminder has a strong understanding of the seven areas of learning and how young children develop. She observes them to find out their interests and stage of development and, subsequently, uses this information to plan individualised activities to continue to enhance their learning. Observations and assessments provide an accurate account of children's development. However, the childminder does not make use of incidental events or occurrences and what children learn from them as part of the assessment of children's development. For example, children use many skills when they assist the childminder to repair a cardboard jigsaw. They concentrate and persist as they use physical skills, cooperate and work together to find the end of the sticky tape and repair the pieces. Not acknowledging these skills means that children's progress in the

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who attend

areas of learning is not fully recognised.

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who attend

Children are able to select or request activities that interest them and the childminder strongly supports their learning as she readily follows their interests and ideas. For example, children's learning is extended as an interest in television characters results in a visit to a farm to look at the pigs and other animals. This is enhanced by the childminder as she suggests and helps children with themed topics. For example, after children holiday in Egypt the childminder provides support to research pyramids and deserts. There is less opportunity for children to enhance their learning about their world as the childminder does not always extend routine activities. For example, as children play with a train set the childminder does not extend their learning by exploring related aspects, such as different transport, or encourage the children to use their imagination by asking who is in the train?

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who attend

Children's communication and language skills are promoted as they hold rich conversations with the childminder. She provides them with challenge as she gets them to think and consider, during conversations. The childminder is skilled in adapting her conversations and questions. This ensures that individual children's communication and language skills are promoted according to their stage of development. Their progress is enhanced as the childminder proactively adapts activities to make sure they meet individual children's development needs.

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who attend

Children's learning about nature and the environment is extended through a wide variety of outings. Quality time is spent exploring the local countryside, through walks and trips to farms and country parks. Children talk about what they see and collect flora and fauna for discussion and craft activities. They investigate the different ducks they see when they go to the lake to feed them. Children are learning about caring for animals as they appropriately interact with the childminder's dog.

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who attend

Children effectively learn about mathematical concepts, number and colour through everyday and planned activities. For example, children count how many jigsaw pieces are left before it is completed and they use a number display to assist them to recognise and count numbers. She provides good opportunities for children to be creative and imaginative. They have good access to early writing and art and craft resources both in the home and at activities at the local children's centre. Children use their imaginations effectively as they use small world and role play resources. They make progress as they play with programmable toys, listen to stories and enjoy singing and dancing. Consequently, through these activities children are developing the key skills needed for the next steps of learning, including school where appropriate.

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who attend

Children's learning is enhanced as the childminder ensures parents are involved in, and fully informed about, their children's development. They share and make their own observations about their children's progress. These observations are then used in their children's progress records. To support children's development the childminder is in the process of engaging parents in extending activities into the home.

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

Children have a warm and close relationship with the childminder. They are secure and relaxed with her. As a result, they are confident and enjoy the different experiences she provides. Children thrive as the childminder offers them consistent support and an environment that meets their needs. Children's independence is promoted as they are encouraged to decide which resources to use to initiate their play and encouraged to tidy away activities. Their social skills are enhanced as they are encouraged to work together and experience social occasions, such as going out for lunch.

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

Children behave well because the childminder has clear boundaries to help them understand about responsible behaviour. She is a good role model for the children as she uses positive praise and encouragement to build self-esteem. Children are learning about cultures and people as they celebrate national and international festivals and see different languages on display.

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

The childminder actively seeks and works with parents to ensure children's individual learning and development needs are well-met. They develop good-self-care skills as they respond to the childminder's effective hygiene routines and learn about food as she offers nutritious and healthy snacks and meals. Children keep fit and their physical skills are enhanced as the childminder has a good focus on outdoor activities and play with access to the garden, regular trips to activity centres, walks and visits to the park. They learn about safety as the childminder has robust safety routines both in the home and on outings.

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

Children are well-prepared for school as the childminder actively promotes independence and group skills. For example, children are encouraged to put on their own coats and to tidy away activities. They learn to take turns and cooperate with each other as they join in group activities with their peer group during events at local amenities.

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provision

Children's experience is enhanced as the childminder has a good overview of the learning and development requirements. This is because she has a solid understanding of the prime and specific areas of learning, how children learn and identifying children's progress by using development assessments, including the two-year old progress check.

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provision

Children are kept safe and their well-being supported as the childminder successfully implements the safeguarding and welfare requirements. She has confident knowledge of safeguarding procedures, including identifying the signs and symptoms for children at risk and liaising with the appropriate agencies. The childminder supervises the children well and has a good awareness of how to keep them safe. This is enhanced as the childminder maintains robust risk assessments and checks that make sure that the indoor and outside environment is safe and secure. Children's health is well-protected as the childminder has robust routines and procedures that ensure their environment is smoke-free. She has a clear no-smoking policy and is vigilant in ensuring that any adults who smoke never smoke on the premises or in the presence of the children, such as on outings. Children do not come into any contact with any smoking equipment. She has developed a good range of

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provision

written policies, procedures, records and consents which effectively support the safe and effective management of the setting. Consequently, children are kept safe and parents are reassured. The childminder has established positive relationships with parents in order to enrich children's care and learning. She ensures there is open and effective communication with them. The childminder and parents have discussion when the children arrive and before they leave. Discussions are enhanced by written information. For example parents receive detailed information about the Early Years Foundation Stage. Partnerships with other providers are good. Relevant and individualised information is shared therefore continuity of care and learning for each child is assured.

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provision

Children's experience is enriched as the childminder continually strives to improve her practice. Self-evaluation and reflection is strong and the childminder uses her role within the childminding group and as a mentor to assess her own development. She is committed and continues to develop her own skills and her setting as she accesses training, undertakes research and regularly updates her knowledge of the requirements. Therefore, continuous improvement to enhance the outcomes for children is assured.

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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 EY301062 Local authority Doncaster Inspection number 901849 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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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: 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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