Childminder in Barnsley

Inspection date

Previous inspection date 22/04/2013 28/04/2010

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early years provision

This inspection: 2 Previous inspection: 3 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 very relaxed in the care of the childminder. She values their contributions and actively encourages them to share their ideas. The childminder skilfully questions children during activities, which effectively promotes their communication skills.  Partnerships with parents are very good because the childminder keeps them well- informed both through written information and daily verbal communication.  The childminder uses effective questioning to help children develop their thinking skills.  The childminder has a good knowledge of current learning and development guidance. She effectively promotes children's learning through good communication and interactions and so they make good progress.

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It is not yet outstanding because

 There is scope to maximise on the natural curiosity of babies and toddlers by providing a range of natural materials and household objects that will help them to explore the world around them and discover interesting textures.  The childminder has not fully made the most of the self-evaluation process by monitoring the effects of any improvements made to ensure these have been successful.

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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 spoke to the childminder and children during the inspection.

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Inspection activities

 The inspector watched children at play and observed the childminder's interaction with them.

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Inspection activities

 The inspector looked at children's learning and development records, planning documentation, the self-evaluation form and a selection of policies.  The inspector took account of the views of a parent spoken to during the inspection.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in the Stairfoot/Kendray area of Barnsley. The whole of the ground floor is used for childminding and there is an enclosed rear garden for outside play.

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Information about the setting

The childminder attends a toddler group and activities in the local community. She visits the shops and park on a regular basis and collects children from the local schools and pre- schools. There are currently 14 children on roll, of these seven are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 6.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance opportunities for younger children to find out and discover the world around them by providing a range of everyday items and natural materials, such as, pine cones, sea shells, ribbons, brushes, jar lids or cotton reels

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

 enhance the effectiveness of the self-evaluation process by monitoring and reviewing the effect of any improvements made, in order to ensure that they will have the maximum impact on raising children's achievements over time.

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who attend

Children are happy and content with the childminder. She has a secure knowledge of the areas of learning and children are well supported. The childminder's observations, assessment and individual planning methods closely monitor children's progress. She records children's achievements and uses the Development Matters in the Early Years Foundation Stage guidance to help her identify if a child is showing typical development for their age. The childminder uses the information from her written assessments of children's learning to plan for their future learning. This means that they are well- supported across all areas of learning. Children's individual files include photographs of them enjoying a wide range of activities and experiences. These are also displayed for children to see and to talk about. Consequently, self-awareness is effectively promoted as they discuss activities and outings they have previously enjoyed.

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who attend

Children are happy and settled in this welcoming environment because the childminder takes good care to understand their individual needs. Her approach is fully embedded to find out children's starting points when they begin to attend by gathering good information from parents. As a result, the childminder has an accurate assessment of children's prior skills and plans for the next steps in children's learning. This helps to ensure that they are provided with activities and experiences which are appropriate to their stage of development. Children's progress is regularly shared with parents, in written assessments and they contribute to their children's development files. The childminder has a good knowledge and understanding of the progress check at age two and has already shared this with parents. This helps to keep them well informed of their child's progress and development.

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who attend

Children independently access resources and the childminder rotates these on a regular basis to ensure that they are relevant to children's interests. Children are provided with a good range of plastic play equipment. However, they have fewer opportunities indoors to explore natural materials to help them use their senses to discover different textures and interesting objects. Children notice artwork, which is displayed on the wall and ask if they can make faces from paper plates. They choose from a wide range of craft resources including glue, feathers, shredded paper and colourful pipe cleaners. The childminder offers help when children request it, such as pressing on items until they stick. She encourages them and praises their efforts. As a result, they gain confidence in their own way of representing ideas.

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who attend

Children learn to think deeply and solve problems because of the childminder's skilful questioning techniques that promote development in this area. For example, children decide to fold a pop up play tunnel and put it away into the carry bag. The childminder reminds them that it is 'springy' and asks them how they will wrap the ties around to stop the tunnel springing open. Children use numbers in their play as they count the numbers of boys and girls in the setting and how many drinks bottles they need for everyone. The childminder encourages them to estimate how many slices of apple are on the plate. As a result, children are gaining the key skills they need for the next steps in their learning.

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

The childminder offers a flexible service and children quickly build secure attachments and trusting relationships with her. This means that their personal social and emotional development is effectively promoted. For example, they turn to her for reassurance and comfort, snuggling in when they feel unsure or tired. The childminder quickly recognises their needs and meets them appropriately. Children settle quickly and they are happy and enthusiastic learners as a result of effective settling-in procedures. The childminder exchanges verbal information with them on a daily basis about children's care needs. The childminder is a good role model, and children use good manners to say 'please' and 'thank you'. They are developing good peer relationships with each other, demonstrating behaviour which is kind, as they share and take turns.

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

The childminder fully understands the importance of preparing children for the transition to other settings such as nursery and school. For example, she seeks consent from parents to share children's development records and asks other settings to share information with her. The childminder uses this knowledge to effectively support children as they move onto a new setting. This helps children to feel confident.

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

Children's awareness of health and safety is promoted through daily routines, discussions and activities. For example, children are provided with healthy snacks and nutritious home cooked meals, this promotes their awareness of healthy eating. Children socialise as they meet with others at groups and visits within the local community. This provides children with opportunities to gain knowledge and understanding of the world around them. They visit the local market stall to buy fruit and vegetables and talk to the childminder about healthy options as they buy food. Children learn good hygiene habits as they wash their hands before eating and after visiting the toilet. Healthy lifestyles are further supported as the childminder takes advantage of the outdoor learning environment by visiting the local nature reserve and woodland areas. This means that children can explore the natural environment, gathering twigs and leaves as they look for insects with magnifying glasses.

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provision

The childminder has successfully implemented the safeguarding and welfare requirements. She knows how to keep children protected and who to contact should she have any concerns. The childminder supervises the children at all times and maintains ratios so that children's individual needs are met. Children's safety is further promoted as the childminder carries out risk assessments and daily visual checks. As a result, risks are minimised and children are kept safe. All required records are maintained, including a daily register and policies and procedures are shared with parents.

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provision

The childminder has developed strong, trusting relationships with parents. Parents comment that they are delighted at how well their children settle and they value the opportunity to talk with the childminder on a daily basis. Partnerships with other providers are very effective. Where children attend nursery or school, information is shared about children's welfare and learning. The childminder provides them with a record of transfer. This means that they are well-informed about children's current progress in their learning. The childminder fully understands her responsibilities in meeting the learning and development requirements. She monitors the education programmes across all seven areas of learning and her records show that children are making good progress towards the early learning goals.

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provision

The childminder demonstrates commitment to continually improving her provision. She strives to improve her practice by considering her training needs and further developing areas, such as the outdoors. Overall, the childminder's process for self-evaluation is developing well. She considers any improvements which she plans to make and includes the views of parents and children. However, there is room to enhance the evaluation process by monitoring and reviewing the effectiveness of any improvements made, so that the childminder knows how successful they have been in raising children's achievements.

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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 EY367931 Local authority Barnsley Inspection number 905349 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 14

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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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