Childminder in Doncaster

Inspection date

Previous inspection date 11/04/2013 25/02/2013

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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 benefit from a wide range of interesting and stimulating activities that ignite their creativity, imagination and enjoyment. As a result, they make good progress in their learning and development and are very well prepared for their next stage in learning.  The childminder embraces each child's individuality and has formed strong bonds with each child and their family. He nurtures children well and as a result, they feel very safe and secure, demonstrating high levels of confidence.  Children behave extremely well as the childminder is very caring and skilled at managing behaviour, he takes very good account of children's stage of development.  The childminder has a positive approach to professional development and demonstrates a strong capacity to improve. Consequently, his knowledge and understanding of the Early Years Foundation Stage requirements is strengthened.

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It is not yet outstanding because

 There is room to do more to help young children's rapidly developing understanding that words have real meaning, for example, by labelling storage and displaying signs.  Opportunities to further promote children's very good physical development skills by providing a wider range of large play equipment that can be used in different ways have not yet been fully embraced.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 and care routines in the two main playrooms and outside play area of the childminder's home and checked the suitability of all other areas used by children.  The inspector spoke to the childminder at appropriate times throughout the visit.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and a range of other documentation, including the safeguarding procedures.  The inspector also took account of the views 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. He lives with his wife, who is also a childminder and their child aged nine years in the Thorne area of Doncaster. The premises are accessible via a small step to the back door. The whole of the ground floor and the rear garden is used for childminding. The family has three rabbits as pets.

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Information about the setting

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.

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Information about the setting

There are currently 24 children on roll, 12 of whom are in the early years age group and attend for a variety of sessions and 12 are school-aged children, who attend before and after school. 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 Professional Association for Childcare and Early Years.

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

 enhance children's understanding that words have meaning, both indoor and outside, by displaying words with pictures, such as labelling storage boxes, to show what they contain or using signs to name things

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

 provide large portable equipment that children can move about safely and cooperatively to create their own structures, such as, milk crates, tyres, large cardboard tubes and pipes.

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who attend

The childminder uses his very good knowledge of the Statutory Framework for the Early Years Foundation Stage to plan effectively across the seven areas of learning. This ensures that children are actively engaged in a broad range of activities that support all aspects of their learning and development very well. The childminder has a secure understanding and knowledge of the children he cares for. Starting points are clearly identified in consultation with parents on entry to the setting. The childminder makes very good use of observation and assessment information, to monitor what children already know and can do and to set future challenges for their next stage of learning. As a result, all children make good progress towards the early learning goals and any developmental gaps can be addressed and attended to effectively. This also ensures that children are suitably stimulated and challenged. For example, babies move from the crawling to

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who attend

walking stage with increasing levels of confidence, because the childminder provides attractive low-level furniture and walker toys for them to hold onto. This helps them to gain their coordination and balance, in readiness for taking independent steps. The childminder, in consultation with parents, produces a detailed written progress check at age two years.

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who attend

Teaching is good as the childminder engages children in good quality conversation. He asks open-ended questions, promotes their thinking and as a consequence, their vocabulary and language skills are being developed effectively. Children delight in talking during their play. For example, they confidently name the different shapes and colours they see in a matching game, such as 'red triangle' and 'blue square'. They eagerly hold up different food at snack time and say 'What's this?' The childminder uses these opportunities effectively to introduce new words, such as 'sweet yellow pepper' and 'juicy cucumber'. Children are constantly given meaningful praise and encouragement to 'have a go' and develop new skills. Consequently, children develop good skills to help them in their next stage of learning, such as dressing themselves before playing outside and recognising their name on the coat pegs. However, some opportunities to extend children's

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who attend

understanding that words have meaning have been overlooked, such as labelling storage and using signs. Children have good opportunities to develop their counting and mathematical skills in the childminder's care. For example, they happily count how many cars they have and the childminder helps them to work out how to fit a pair of trousers over a doll's legs. Children use a good range of tools to develop their physical skills, including puzzles, games, balls, threading activities and musical instruments. They have daily opportunities to play and develop their physical skills in the well-resourced garden or at a wide variety of local nature parks. Children can experiment in moving in a variety of ways as they ride wheeled vehicles, fill a wheelbarrow with coloured balls and use paint brushes to make marks on the fence and walls. However, some opportunities for children to explore a wider range of portable equipment that they can create their own structures

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who attend

from, such as, milk crates, tyres and large cardboard tubes are yet to be fully embraced to develop thinking. Children learn about the wider world as they go on an extensive range of interesting outings based on the childminder's knowledge of the children. For instance, they visit a national charity's properties, the train museum and farms and woodland centres to see and feed various animals and to explore nature.

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who attend

Children have good opportunities to develop their creative skills. They enjoy pretending to be doctors as they use bandages and stethoscopes on dolls and have fun exploring the texture of corn flour or sand. The childminder is actively involved in children's play, encouraging their speech and language development at every opportunity. Children eagerly participate in a bread making activity, confidently adding the water and using a spoon to mix the ingredients together. The childminder introduces new words as they shape the dough, such as 'squeeze', 'stretch' and 'pinch' and demonstrates the meaning of the word. He skilfully adapts routines to meet children's changing needs and interests. As a result, babies and young children explore their surroundings freely and make choices about their own play and learning. This promotes the characteristics of effective learning through children's active play and explorations.

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who attend

Parents receive timely and highly informative suggestions about how best to support their child's learning at home. In addition, they are asked to add comments about their child's learning at home to their learning records. This enables them to fully engage in their child's learning and take pride in their achievements. As a result, the childminder and parents work very closely together to plan future activities to accurately reflect children's needs and interests. The childminder and his co-childminder have built very strong and highly effective relationships with other early years professionals, promoting excellent continuity in children's shared learning experiences.

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

The childminder provides a welcoming and loving home in which children feel very settled, safe and happy. He fosters strong and trusting relationships with parents from the onset, which helps children to comfortably separate from them when they first start to attend. The childminder promotes highly positive and respectful attitudes towards others, by encouraging children to behave with kindness, care and consideration. He fully involves children in all activities and projects, which help them to explore and understand the diverse world in which they live. For example, children regularly have opportunities to observe nature, such as planting and growing sunflowers and watching caterpillars transform into butterflies. As a result, children learn how to form very positive relationships and value diversity and difference.

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

Young children become increasingly competent at managing their self-care routines because the childminder provides consistent care that matches their individual needs. As a result, older children take themselves to the toilet when the need arises and know that they have to wash their hands to keep them clean. Children recognise when they are feeling tired and hungry and seek comfort and re-assurance from the childminder, who responds sensitively towards them. Babies and young children develop an early awareness of safe behaviour by sitting comfortably in their high chair at mealtimes. Older children are given clear explanations about why they must not throw sand or pebbles and the childminder sets age-appropriate boundaries. As a result, children behave extremely well. They are learning to respect the environment and to share and take turns with resources by receiving sensitive support from the childminder.

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

The childminder skilfully adapts routines and activities to ensure that children have a balance of active play and quiet and rest. He promotes healthy eating and lifestyles by offering children a variety of nutritious food during the day and by encouraging them to drink plenty of fluids. For example, children enjoy snacks of banana, melon, yellow pepper, cucumber slices and toast. The childminder sits with them as they eat, encouraging their independence skills as they select and peel their own fruit. Children benefit from regular physical exercise and fresh air when they play in the garden, go for a walk or play at the local parks and children's centres. This effectively promotes children's good health and well-being. The childminder and his co-childminder regularly meet up with other childminders. This gives children plenty of opportunities to play with other children and develop their social skills. The childminder also takes children on weekly trips

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

to places of interest. This gives children excellent opportunities to experience different surroundings. The childminder is highly effective in ensuring that children are familiar with the local school and nursery. This means that they are very confident when they transfer to their next stage of their education and learning.

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provision

The childminder follows robust safeguarding procedures, in order to keep children safe and protect them from harm and neglect. He attends regular training events to make sure his knowledge of first-aid and safeguarding procedures is up to date. This means that he responds promptly to any incidents of concern, regarding children's safety and welfare. The childminder works closely with his co-childminder to ensure that his home is welcoming, clean and safe, so that children enjoy their play and learning. For example, thorough risk assessments are regularly conducted of the home, garden and any outings. The childminder demonstrates a robust knowledge about how children learn and develop because he understands how they move through each development stage. This helps him to plan and organise activities and routines that match their individual needs and interests. He monitors the educational programmes and carefully observes and notes children's

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provision

individual progress. This enables him to identify what they do well and what they need to do next, to reach their next stage of learning. As a result, children's progress is monitored effectively and any identified gaps are quickly responded to.

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provision

The childminder takes time to consider what aspects of his provision work well and what he needs to do to improve. This forms the basis of effective self-evaluation. For example, he knows that children are happy and enjoy the wide range of activities and events provided. This is because he involves them in conversations about what they like and do not like, to do. He talks to parents daily to share information about their child's care and progress and has received many complimentary verbal comments about the caring service he and his co-childminder provide. Positive comments include; 'My child loves coming here and it makes it easier for me to leave them knowing how happy they are' and 'I highly recommend both childminders, we have not looked back since starting a year ago'. The childminder keeps parents fully informed of their child's learning and development. For example, he shares detailed information in their learning journals and through daily diaries

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provision

and comprehensive newsletters. Therefore, a consistent approach to children's learning and development is effectively maintained.

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provision

The childminder shows a strong commitment to improve, working closely with other childminders and professionals to share good practice ideas. This helps to strengthen his already very good knowledge of the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. The childminder has effectively addressed both of the previous recommendations. He has reviewed children's sleep time routines with parents and now provides more opportunities for children to serve themselves at snack and mealtimes. The childminder is keen to develop his knowledge further by attending courses to enhance his understanding of children's active learning, both indoors and outside. The childminder and his co-childminder have developed excellent links with the local school and nursery to ensure that children are extremely well prepared at times of transition. For example, they have established a regular, fortnightly

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provision

session in which children visit the school, meet the teacher and play with the resources. This ensures that pre-school children become familiar with their local school and this helps them to settle into school quickly and take full advantage of their next stage in learning.

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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 action. 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 907573 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 24

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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