Childminder in Doncaster

Inspection date

Previous inspection date 02/07/2013 Not Applicable

p.1

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

p.1

This provision is good

 The childminder has a secure knowledge of how young children learn. She holds a recognised childcare qualification and is experienced in childcare. Consequently, children are provided with a good range of stimulating, challenging and fun activities, which support them to make good progress in their learning.  The childminder is sensitive, attentive and supportive of the very young children in her care. Therefore, they feel secure in her provision.  Children are settled and show good levels of confidence because the childminder gives a high priority to working closely with parents to enable her to understand each child's individual needs.  The childminder has a good understanding of safeguarding and how to protect children. Detailed policies and procedures and effectively implemented practices ensure that they are safe.

p.1

It is not yet outstanding because

 Opportunities for children to develop an understanding of the natural world, are less established, with particular regard to use of the garden to grow plants and vegetables.  Opportunities for children to recognise numerals within the indoor and outdoor environment have not been fully utilised in order to maximise their understanding of mathematics.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the kitchen and lounge and observed the childminder's interaction with the children.

p.2

Inspection activities

 The inspector spoke to the childminder and children during the inspection and completed a joint observation with the childminder.

p.2

Inspection activities

 The inspector looked at children's learning and development records, planning documentation and a selection of policies.

p.2

Inspection activities

 The inspector took account of the views of a parent spoken to during the inspection and written feedback from parents.

p.2

Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged nine and six years in a house in the village of Woodlands on the outskirts of Doncaster. The whole of the ground floor of the property, plus toilet facilities on the first floor, and rear garden are used for childminding. There is no access to the front garden of the property. The family has a pet dog and goldfish. The childminder attends a toddler group. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

p.3

Information about the setting

There are currently four children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association of Childcare and Early Years.

p.3

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

 increase opportunities for children to see and use number in the indoor and outdoor environment, such as providing number labels, signs and posters, for children to use in their play

p.3

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

 extend children's knowledge of the natural world, for example, by providing opportunities for digging, and resources for planting and growing flowers and vegetables.

p.3

who attend

The childminder uses her secure knowledge of the Statutory framework for the Early Years Foundation Stage very effectively to support children's learning and development. She takes account of children's individual interests and needs when planning interesting activities and experiences based on her knowledge of the children's prior learning. She completes an initial assessment on entry to identify their starting points, in consultation with parents. Two year progress checks are completed and shared with parents and ongoing observations and monitoring ensures children's achievements are celebrated and any concerns quickly identified. The childminder is skilful at supporting children, who find some tasks difficult and encourages them to persevere to solve their problems. This promotes a positive attitude to learning and a growing sense of achievement in everything they do. Consequently, children make good progress in all seven areas of learning and this

p.3

who attend

prepares them successfully for their transition to school.

p.4

who attend

Effective partnerships with parents make a significant contribution to meeting children's needs. The childminder ensures they are fully informed of the activities their children have enjoyed each day and the progress they are making. Written observations of children are recorded in their daily diaries and 'all about me folders' and photographs of children enjoying activities are shared with parents. This further supports parents to continue their child's learning within the home.

p.4

who attend

The childminder ensures children have easy access to a wide range of books. They also have regular trips to the library to nurture their love of reading and foster their early reading skills. Children are confident communicators and the childminder uses purposeful and skilful questions to encourage children's language skills further. In addition, she gives the children support to learn new vocabulary as she repeats new words clearly for them to practise and praises their efforts to pronounce them. As a result, children communicate well and enjoy the flow of conversation with her. Children are given many opportunities to express themselves freely using different mediums. They are provided with ample opportunities to paint, bake, make models and create collages. They confidently manipulate dough using a variety of tools and actively squeeze, poke and roll the dough and talk about how it feels 'sticky' between their fingers. They eagerly discuss big and

p.4

who attend

small within their play and make patterns in the dough using a variety of cutters and shapes. Consequently, this encourages children's understanding of mathematical concepts. However, opportunities for children to see and refer to numerals in the indoor and outdoor environment so they can make connections in their learning are not exploited. For example, the childminder does not provide number labels, signs and posters, for children to use freely in their play.

p.4

who attend

The childminder understands the importance of developing children's physical skills and they have daily opportunities to play in the well-resourced garden or at a wide variety of local parks. This ensures they develop skills, such as balancing and coordination. Children also enjoy the opportunity to access the local community and visit local areas of interest. They learn about road safety as they walk to local schools daily and develop an interest in living things as they visit the wildlife parks and feed the animals. However, there are fewer opportunities for children to develop an understanding of the natural world as the childminder does not make the most of the garden to help children learn about growing plants, flowers and vegetables.

p.4

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

Children are happy because the childminder provides a relaxed, caring and welcoming environment for all children and their families. She encourages new parents to visit with their children and stay for settling in sessions. This means she can get to know the families well, before she starts to look after the children. It also helps ensure a smooth transition for children from home to the childminder's care. She uses these sessions to exchange important information, share policies and build relationships. This helps the childminder work with parents to provide consistent care, and allows children time to build relationships with her. This ensures that children have a high sense of well-being, and this helps them develop confidence and self-motivation. Children behave well because their behaviour is managed in a calm and consistent way by the childminder. She clearly explains why children must not throw resources or run indoors, and sets age-appropriate

p.4

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

boundaries so they learn about safety and good behaviour. The childminder is very positive in her approach to the children and she offers them lots of praise for their achievements. All children are welcome in the childminder's home and she adapts activities according to their capabilities. This enhances their self-assurance and promotes secure attachments with the childminder.

p.5

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

The wide range of toys and equipment provided both indoors and out are safe and are chosen because of children's interests and to promote all areas of learning. Resources are stored in accessible storage boxes, and this means children feel welcome and can make independent choices in their play. The childminder promotes children's health very well, supported by comprehensive policies, records and practice. Children are encouraged to keep themselves healthy and safe. For example, children know to wash their hands before eating or baking activities and after stroking the childminder's dog. In addition, a varied diet of healthy meals and snacks, such as fresh fruit, toast, and spaghetti bolognaise are provided to ensure children's health is maintained.

p.5

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

There is an enclosed rear garden, which children enjoy playing in on a daily basis. The childminder has a family pet dog which also uses this area, however, daily visual checks ensure the area is suitable for children to use and play safely. Children also benefit from planned, weekly visits to local parks and amenities. As a result, children get plenty of fresh air and exercise to support their good health. 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 to confidently move onto a new setting. The childminder regularly meets up with other childminders at playgroups, schools and within the local areas of interest. This gives the children opportunities to play with other children

p.5

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

and develop their social skills and familiarise themselves with school for when they transfer to their next stage of their education.

p.5

provision

The childminder demonstrates a very good knowledge and understanding of the safeguarding and welfare requirements. Children are thoroughly protected from harm as she has a clear understanding of her role and responsibility to report any concerns. Their welfare is assured as she ensures that hazards to children are kept to a minimum and they can explore their environment safely. Children's safety is further promoted as the childminder carries out risk assessments and daily visual checks in all areas of her provision. 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. In addition, the childminder makes sure that parents are fully aware of any activities or routines children are involved in by discussions and confirms their agreement through written consents.

p.5

provision

The childminder has a good knowledge of educational programmes. She monitors children's learning effectively to ensure that they progress successfully towards the early learning goals. There is a very good system in place to observe, assess and monitor children's development. This ensures that she is able to identify any concerns, in order to obtain appropriate support if necessary.

p.6

provision

Partnerships with parents are strong, which ensures children's individual needs are consistently met. The daily diary and information sheets give parents details of their children's care and learning, and they are welcome to discuss any aspects of their care to enhance children's well-being. The childminder is building good relationships with the local schools and is confident to support children in their learning to ensure continuity of care.

p.6

provision

The childminder is fully aware of the importance of evaluating the service she provides and reflects on what she does to assess the impact on children's learning and development. She understands her responsibilities in relation to monitoring the educational programmes across all seven areas of learning and uses this as a basis for improving her provision. She strives to improve her practice by attending locally sourced training courses in order to increase her knowledge, understanding and practice. She has identified areas for improvement in line with the interests of the children, especially in relation to the outdoors. She involves both children and parents in discussion regarding her strengths and weaknesses and how she can improve her service. This means that children get the best service she can offer and achieve well in all areas of their development.

p.6

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

p.6

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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY431453 Local authority Doncaster Inspection number 770218 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10