Childminder in Doncaster

Inspection date

Previous inspection date 25/02/2013 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

 Robust partnerships with parents ensure that they contribute to their children's assessments and information is shared about what children are learning at home. This means, children benefit from a consistent approach to their learning and development in order to make good progress.  Children are very settled in the setting and part from their parents confidently when they arrive. This is because the childminder has spent time learning about the child and their family and is kind and caring in his approach.  Children are very well-supported through transitions because the childminder has effective partnerships in place with the local school and other early years providers. This means that information to support consistency in their learning is shared.  The childminder displays a very good understanding of how children learn and develop and uses every opportunity to support their learning through his own enthusiasm and

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It is not yet outstanding because

 Routines to further encourage children's self-reliance and independence skills are not consistently implemented throughout the day.  There is scope to improve opportunities for younger children to have rest and undisturbed sleep.

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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 spoke to the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector observed the children playing in the main playroom and in the childminder's garden.

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Inspection activities

 A range of documents were inspected including children's files, the childminder's self-evaluation form, policies and procedures.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and provided in written testaments

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife, who is also a childminder and their daughter aged nine years in the Thorne area of Doncaster. The whole of the ground floor and the rear garden is used for childminding. The family has three rabbits as pets. The childminder attends a toddler group and activities at the local children's centre. He visits the shops and park on a regular basis. He collects children from the local schools and nursery. There are currently 30 children on roll, 11 of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. He is working towards a relevant childcare qualification at level 3 and is a member of the National Childminding Association.

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

 strengthen existing routines to ensure opportunities for children to develop their self-reliance and independence skills are consistently provided, such as pouring their own drinks and helping themselves to the selection of snacks

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

 review routines on days when afternoon outings take place so that babies can enjoy undisturbed sleep in the home environment.

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who attend

The childminder co-childminds with his wife with whom, prior to registration, he worked with as an assistant. He has a comprehensive knowledge of the Early Years Foundation Stage and as a result of effective teamwork with his co-childminder; he provides a range of age-appropriate activities which promote children's learning. When children first start to attend, he gathers detailed information about their likes, dislikes and interests. Alongside initial observations, this helps the childminder to determine children's starting points. He monitors children's progress and involves parents in their learning, by sharing information between home and the setting. Children's achievements are recorded and the childminder uses the guidance document 'Development Matters in the Early Years Foundation Stage' to identify corresponding age bands. His records show children are progressing well and he plans next steps in learning to ensure children continue to make progress towards the

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who attend

Children are keen to involve the childminder in their play as he sits close to them to support their learning. For example, children's enjoyment of spoken language is fostered as they play with walkie talkies, they hand one to the childminder who joins in, as they all talk together. Children enjoy craft activities and make hand prints using yellow paint to make daffodils. Babies and younger children enjoy the sensory experience as they feel the paint and explore the bristles on the paint brush. Photographs are displayed of previous activities that children have enjoyed. They can be seen playing with snow and making tyre tracks with their toy cars, they use small world play animals to see the footprints in the snow. This means that children notice patterns and are learning about changes that happen over time, such as melting snow.

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who attend

Children make wide use of the outdoors; they enjoy playing in the childminder's garden where they use a selection of brushes to paint on the fence and floor. Children use their brushes to make circles and the childminder takes the opportunity to talk about and help children to recognise different shapes and patterns. Children are developing their independence skills as they put their own boots on before going out to play. However, other opportunities for children to develop their self-reliance and independence skills during routines, such as pouring their own drinks and helping themselves to snacks are not consistently provided. This means that opportunities to strengthen children's independence skills are not maximised.

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who attend

Children's imagination is supported as they play with the kitchen and a selection of play food. The childminder asks open-ended questions to develop their thinking skills as they name the fruit and vegetables and consider how to cook them. This means children are learning to be creative thinkers as they develop their communication skills and understanding of the world.

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

Children are cared for in a nurturing and supportive environment. They are happy and form close bonds and attachments with the childminder. They part from their parents with ease and show confidence as they immediately settle and start to play. The childminder works very closely with parents and spends time getting to know children when they start to attend. They are gradually settled in to the setting and the childminder takes time to discuss their individual needs with parents. Children seek reassurance from the childminder when they feel unsure or are tired and he recognises their unease by comforting them. However, babies and toddlers are sometimes not able to have undisturbed sleep in the home environment if the childminder has planned afternoon outings into daily routines. Consequently, this means that children's individual sleep routines are not always maintained.

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

Children have healthy and nutritious meals and snacks and the childminder takes into account parental wishes and dietary requirements. Children enjoy fresh air and outside play in all weathers, as they play in the childminder's garden and visit local amenities, such as parks and National Trust properties. They enjoy walking through the woods collecting natural items, such as leaves, pine cones and sticks and have tremendous fun balancing on a log after they carry it through the woods. This means that children experience different surfaces on which to play and enjoy the challenge of building structures together. As a result their physical and personal, social and emotional development is well-supported. The childminder makes good use of praise, for example, as children build a track for their cars he encourages them to have a go at attaching more difficult pieces and congratulates them when they succeed. This means that their confidence and self-esteem is effectively

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

promoted. The childminder is a good role model, kind, caring, patient and calm in his manner. Children behave extremely well as the childminder is consistent and behaviour is well-managed in a manner appropriate to their age and stage of development. As a result children play well together and are developing good social skills for the future.

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

Partnerships with other providers are very effective and children are extremely well prepared for their transition to nursery and school. For example, the childminder and his co-childminder have been pro-active in establishing a regular, fortnightly session in which children visit the local school. They are able to play in a classroom where they meet teachers in preparation for their transition to the next stage of their learning.

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provision

The childminder has a very good understanding of his responsibility in meeting the learning and development requirements of the Early Years Foundation Stage. His knowledge of how children learn contributes positively to the learning and development requirements. As a result, observation, planning and assessment processes are effectively used to monitor children's ongoing development. The childminder has a positive attitude to continuous professional development and ongoing improvements to his provision. He meets with other childminders at the local children's centre to seek and offer support, with the aim of continually improving the quality of care and learning opportunities that he provides.

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provision

The childminder is secure in his knowledge of how to protect children in his care and is knowledgeable about child protection procedures and how to report any concerns he may have. Children's safety is further enhanced because the childminder keeps the premises secure at all times and is clear about his role and responsibilities. Risk assessments are completed to keep children safe in the home and on outings.

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provision

The childminder is committed to continuously improving the provision. He has recently reflected on his training needs and strives to improve his practice by accessing further training to extend his knowledge of children's learning and development. Targeted improvement plans are reflected by the use of self-evaluation to highlight areas for further development.

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provision

The childminder has created very positive relationships with parents and from the outset they are involved in their children's learning. Consequently, parents say they feel very included in their child's learning and development and are extremely complimentary about the care the childminder provides. Parents contribute to their children's learning by sharing information about what children are learning at home. They say how well their children settle and they are kept well informed about the progress they make. As a result children benefit from continuity and are progressing well. These effective partnerships are underpinned by a very good two-way flow of verbal and written communication; this means they are well-informed about the provision. Partnerships with other agencies and other providers are well established and make a strong contribution to meeting children's needs.

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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 EY450890 Local authority Doncaster Inspection number 881530 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 30

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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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