Childminder in Doncaster

Inspection date

Previous inspection date 24/05/2013 09/12/2009

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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

 Effective organisation of resources in the welcoming and stimulating playroom means that children have good opportunities to initiate their own play. Therefore, they are happy, eager and enthusiastic to join in activities.  The childminder is actively involved in children's play and she promotes their language and communication well through her positive interactions.  Children have good opportunities to develop their self-care skills that support them in learning about effective hygiene and health practices. For example, children are keen to brush their teeth after meals and they make healthy food choices by asking for fruit snacks.  The childminder provides a safe environment for children to play. In addition, through fun activities, such as playing with toy road signs in role play, children have a good understanding of their own safety and dangers.

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It is not yet outstanding because

 The approach the childminder uses to encourage all parents to share information about their child's learning at home is not always effective. Therefore, she is not maximising what all parents know when planning for children's progression towards excellence.  Information the childminder makes available to parents is not always accurate about the efficient procedures that are actually in place. Therefore, parents cannot always make informed choices about their child's welfare and experiences.

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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 arrived at the setting, she had a tour of the premises and observed children in the kitchen and playroom.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning records, self-evaluation, children's records and a selection of policies and procedures.

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Inspection activities

 The inspector took account of the views of parents through information provided on parental questionnaires.

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Information about the setting

The childminder was registered in 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and four children aged 17, 15, nine and seven years in Edlington, Doncaster. The whole of the ground floor, except for the living room and garden are used for childminding.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools, nursery and pre-schools.

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Information about the setting

There are currently four children on roll, two are within the early years age group and they attend for a variety of sessions. The childminder operates all year round from 6am to 6pm, Monday to Friday, except family holidays and bank holidays. She 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:

 build on and strengthen partnership working to further encourage all parents to contribute and share information about their child's learning at home

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

 review the information made available to parents to ensure it accurately reflects the service, policies and procedures effectively implemented in practice so that they are always well informed about children's experiences and welfare issues.

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who attend

Children make good progress in their learning because the childminder has a secure understanding of the learning and development requirements. She provides an attractive, well resourced and stimulating playroom for children to play and learn. She effectively organises the resources to encourage children to initiate their own play, so that they become independent and enthusiastic learners. The children respond well to this, for example, they eagerly explore the car box, having great fun, taking them in and out of the box. The childminder effectively uses her observations to identify children's learning needs. Through effective teaching, asking open-ended questions, being involved in children's play and planning she supports children in making good progress in their learning and readiness for school. For example, she provides good opportunities for children to socialise and develop relationships with others by taking them to groups. In

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who attend

addition, by encouraging children to make their own choices in play, she promotes their independence skills. The childminder is actively involved in children's play. She talks to children about what they are doing so that they can link words and actions, such as talking to them about making a snack. She encourages younger children to repeat words and older children enjoy teaching their friends words they can speak in other languages. This effectively promotes children's language and communication skills and promotes a positive attitude towards different languages spoken within society.

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who attend

The childminder effectively promotes children's mathematical development. For example, younger children enjoy solving problems when fitting shapes into the puzzle and older children learn about number through fun rhymes. In addition, when talking to children the childminder uses a good range of mathematical language, such as, big, small, full and empty to support children's understanding of size and measure. The childminder effectively promotes young children's physical development. For example, she provides push-along toys so that children have stability and confidence as they embark on their first steps. The children are creative and imaginative learners, which fosters their development in expressive arts and design. For example, they enjoy singing, making tea at the pretend kitchen, painting and dressing up. Young children thoroughly enjoy looking at books with the childminder. They press buttons and smile with excitement, eagerly joining in the

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who attend

actions for 'wheels on the bus'. This interest in books fosters young children's early development in literacy. The childminder effectively promotes children's development in understanding about the world. For example, children learn about different people in society when they talk about occupations and they enjoy visits to the local post office to learn about posting letters. They go on numerous outings and visits, such as to the local park; they plant daffodils and go on nature walks. This means children have good opportunities to learn about the natural environment and nature. The childminder has a good selection of resources to support younger children in operating simple equipment. For example, they know to press the button on the book so that the noise of the bus horn sounds.

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who attend

The relationships with parents are good. The childminder gathers good information from parents when children first start at the setting. For example, she uses an 'all about me' booklet so that she is fully aware of children's likes, abilities and routines. She encourages parents to look at their child's daily diary and through discussions she informs them of their child's progress so they can support this at home. However, how she encourages parents to share what children experience at home is not always effective because she is not actively engaging all parents. Therefore, she cannot fully maximise what all parents know about their child when planning for children's learning.

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

The childminder knows children well and she has good relationships with them. She gradually settles children into her care and through an 'all about me' form she gathers good information about their needs, likes and abilities from parents. She uses this information to incorporate children's routines into the day, such as their sleeping patterns. This effectively promotes continuity in children's care and means the transition between the home and setting is a smooth experience for them. It also results in children forming strong bonds with the childminder because she meets their needs. This effectively promotes children's personal, social and emotional development and it prepares them for their next stage in learning, such as starting school.

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

The childminder praises children's achievements and progress. For example, she lets children know she is pleased with them when they attempt to say new words. This contributes to children having high self-esteem and confidence in their own abilities. In addition, she displays children's work around the home in celebration of their achievements. The childminder provides consistent routines and boundaries so that children understand what is expected of them. During play she reminds young children about being kind, sharing and taking turns. She takes children to groups, such as activities at the local children's centre, which provides good opportunities for them to mix socially with other children. This supports children in developing cooperative and harmonious relationships with their peers. The children have good opportunities to be independent and to develop their self-care skills. For example, they make their own choices in play and they

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

independently wash their hands before snack.

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

The promotion of children's health and physical development is good. The childminder provides healthy meals and snacks, and children enjoy these. For example, young children point to the grapes and bananas at snack time, demonstrating their eagerness to make healthy food choices. The children have a good understanding of effective health and hygiene practices because they engage in daily routines, such as hand washing. In addition, young children are keen to brush their teeth after snack, which supports them in developing their self-care skills. Through regular outings, playing in the garden and going to parks, children have good opportunities to be outdoors and to be active. This provides good options for children to can run, climb and balance. This promotes their physical development and their understanding of the importance of exercise, fresh air and leading a healthy lifestyle. The childminder involves children in a wide range of activities that help

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

them learn about safety. For example, children regularly take part in fire evacuation practises. In addition, through resources, such as, inflatable safety signs, books on stranger danger and road safety, children learn through fun activities how they can keep themselves safe.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements. She provides a safe environment for children to learn in because she carries out daily safety checks, supervises children's play and completes regular risk assessments. As a result, there are good precautions in place to minimise risks and accidents. For instance, she keeps her premises locked, ensures all dangerous items are out of reach of children and regularly checks the smoke alarms to ensure they are in good working order. This high regard for safety means the childminder has successfully addressed issues raised at her previous inspection and other compliance visits.

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provision

The childminder implements a wide range of policies and procedures, most of these she shares with parents in a written format. These include how she handles accidents, manages complaints and deals with administrating medicines to children. However, written information available does not always reflect the good practice the childminder implements. For example, some policies include out of date information, such as some contact details for reporting concerns. This means the information available to parents, in some cases, is not keeping them well informed about children's experiences so that they can make informed choices about their care and learning. The childminder has a good understanding of child protection issues. She is aware of potential signs of abuse and neglect because she regularly accesses safeguarding training. She is fully aware of which agencies to involve if she has any concerns about the children in her care. Therefore, she

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provision

protects children form harm because she fully understands her responsibilities for promoting their welfare. In addition, she understands the importance of notifying Ofsted of significant events, such as changes to members of her household.

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provision

The childminder's commitment to improve the provision for children is good. She uses self- evaluation and reflective practice as a way to monitor her service and children's learning. Her focus towards the areas of the provision she wishes to improve for children is clear and targeted. For example, enhancing the outdoor area by adding resources to further promote children's literacy and creativity skills. Through reflection, the childminder makes positive changes to the learning environment. For example, she embraces all languages children can speak to help all children in the setting to learn about different cultures. Through parental questionnaires and seeking advice from other professionals, such as speaking to the local police about safety issues, the childminder takes on board their ideas to improve the provision for children. The childminder demonstrates a good commitment to training and through accessing courses she aspires towards developing her

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provision

understanding of working with children with special educational needs and/or disabilities.

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provision

The childminder has good relationships with parents and through discussion she shares with them children's progress and what she is doing to support their learning. For example, supporting children's physical and communication skills. This promotes some continuity in children's learning. Comments from parents are positive. They say, children are happy, the home is very clean and safe and that children are treated with respect. The childminder understands the importance of working with other settings involved in children's care and learning, such as the nursery. In addition, through accessing common assessment training, she has a good understanding of working in partnership with external agencies. This means she puts in place appropriate measures when supporting children with identified needs. Therefore, this early intervention contributes to supporting all children's progression.

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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 EY332589 Local authority Doncaster Inspection number 893850 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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