Childminder in Doncaster

Inspection date

Previous inspection date 19/06/2013 04/03/2013

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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 enjoy a wide range of educational programmes that are tailored to meet their individual needs and, as a result, they are meeting the expected targets for their age across all areas of learning.  Very strong partnerships with parents ensure they are well informed about their children's development. They contribute to educational plans and activities to share learning at home. As a result, children enjoy continuity in their learning.  Children with special educational needs enjoy a fully inclusive environment where they receive a high level of support that promotes their independence and builds their confidence.  Consistent and robust self-evaluation means that weaknesses in practice are quickly identified and appropriate action taken to ensure a high standard of care is maintained throughout the provision.

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It is not yet outstanding because

 Tracking of children's progress is not yet detailed enough to provide a precise record of how quickly they make progress from their starting points.  Children's understanding of equality and diversity is not fully promoted because the childminder does not yet have a thorough knowledge of other cultures and religions.

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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 asked the childminder questions at appropriate times throughout the inspection.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and discussed the provider's self- evaluation.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged 11, and 30 months, in a house in the Balby area of Doncaster. The whole of the ground floor, bathroom on the first floor, and the rear garden are used for childminding. The family has a dog as a pet.

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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 and pre-schools.

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Information about the setting

There are currently three children on roll, two of whom are in the early years age group and attend for a variety of sessions. There were no children present at the time of the inspection. The childminder operates all year round from 8am to 6pm, Monday to Saturday, except bank holidays and family holidays. She supports children with special educational needs and/or disabilities. She is a member of the Professional Association for Childcare and Early Years and holds an early years qualification at level 3.

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

 continue to develop systems for tracking children's progress, to provide a precise record of children's rate of progress from their starting points

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

 expand knowledge of other cultures and religions, in order that this can be shared with children, to enhance their developing understanding of equality and diversity.

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who attend

Through discussion the childminder demonstrates a detailed knowledge of the Early Years Foundation Stage. She obtains information from parents about children's starting points, the skills they have already acquired and their interests. Planning for the youngest children focuses on promoting skills in the prime areas of learning. For example, using scarves to encourage children to explore movement and develop their physical skills during music sessions. The childminder uses sign language to promote children's understanding of language and records show children are well supported in the acquisition of communication and language skills. Individual learning plans show that they are working comfortably within the range of development expected for their age.

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who attend

The childminder provides a wide range of interesting activities to support children's progress. Planning takes into account each child's individual interests and the next steps in their learning. This ensures children are provided with activities that reflect their preferences for learning and they are able to take part to the best of their abilities. Through an effective balance of child-led and adult-initiated play, educational programmes are structured to help children make good progress. For example, children use messy play to explore sensory experiences. The use of small tools helps them to develop the pincer grip they will need to master early writing skills. They also develop their knowledge and understanding of the world around them by visiting places of interest, such as the local farm, and taking take part in nature walks. Children enjoy free access from the indoor environment into the safe, well-equipped outdoor area. This means they are able to follow

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who attend

their interests and make more choices about their play.

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who attend

The childminder is passionate about providing a fully inclusive learning experience for children with special educational needs and/or disabilities. Activities are carefully planned to ensure they can participate to the best of their ability. For example, the childminder takes children swimming to develop their confidence in different situations and support their physical development. She has very strong partnerships in place with other professionals and the local school. Information she shares with them ensures the educational programmes she provides support those experiences children have in other areas of their lives. Robust partnerships with parents means they are fully involved in assessing their children's progress and they are actively involved in planning activities for their children.

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who attend

The childminder is keen to develop a further understanding of disability in both children and adults, and by doing so, she is teaching an understanding and tolerance of differences. This is used to prepare children for the larger social environment of the local pre-school or school, when the time comes for them to move on to the next stage in their learning. Although the childminder has a number of resources that support children's understanding of diversity, such as stories and small world toys, she is less knowledgeable about different cultures and religions. This means she is not able to strengthen and widen children's knowledge of equality and diversity.

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who attend

Through observations, the childminder records individual children's achievements, the activities they enjoy and so identify the next steps in their learning. Feedback about children's progress is shared with parents on a daily basis. Activities are shared with parents to enable them to promote their children's learning at home and comments made in children's learning plans show parents are actively contributing to the assessment of their progress. Although the childminder is tracking children's progress, the systems in place does not yet give a detailed record of the rate of children's progress so it not possible to see how rapid their progress is from their starting points. The childminder understands her responsibilities for completing the required progress check for children aged two.

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

Comments from parents indicate that children are happy and settled in the childminder's care. Through discussion, the childminder demonstrates how she helps children during transition by planning settling-in visits with parents that take into account the individual needs of each child. As a result, they enjoy continuity in their care. The childminder demonstrates how she works closely with parents and other professionals to ensure children receive high levels of support when they experience changes in their lives and, as result, plans well to meet their emotional needs.

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

Children can enjoy outside play in all weathers to develop physical skills. The outdoor area is planned well, with a variety of resources, to ensure children of all ages can enjoy the outdoor environment. They can also enjoy outdoor play in the community during visits to the local country park and places of interest. The childminder explains how children learn to risk assess for themselves and, therefore, learn how to keep themselves safe, for example, how to stay safe when participating in activities by the lake. Children benefit from a range of healthy snacks and home-cooked meals. Parents' suggestions for meals are sought and the childminder seeks feedback on the menu she provides. Through discussion the childminder demonstrates she is helping children to develop their independence in attending to their own personal needs. She describes how they learn personal hygiene through every day daily routines, and this ensures they are independent

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

in their self-care when they move on to school.

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

Children are able to take part in activity sessions at the local children's centre, and the childminding support group the childminder attends. This enables children to build relationships within a bigger peer group, thus preparing them for the larger social environment of the local school. Through discussion the childminder demonstrates her commitment to developing children's knowledge of right and wrong through positive behaviour management strategies, such as reinforcing good behaviour with praise. She shares information with parents to help them manage their children's behaviour at home.

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

The childminder holds a current first aid certificate, which means she can give appropriate treatment if there is an accident to a child in her care.

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provision

Through ongoing self-evaluation, the childminder has an accurate understanding of her strengths and areas for improvement. She accesses training that she feels will develop her knowledge and skills and, therefore, improve her practice for the children who attend her setting. Through her membership of the childminding support group, she shares good practice with other childminders and incorporates their suggestions to improve her provision. The childminder seeks the views of parents through daily discussions and invites their suggestions as to how she can improve the service she provides. To ascertain the views of the youngest children, she uses observations to assess their enjoyment of the setting and the activities she provides, and uses the information to inform future planning.

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provision

The childminder has attended safeguarding training and she demonstrates a good understanding of child protection issues. Robust policies are in place for recording concerns and there are clear procedures in place should an allegation be made against an adult in the setting. Daily checks ensure the environment is safe and suitable for children. Risk assessments are completed and procedures are followed to safeguard children when in the setting and during outings. The numbers of children she cares for, and the times they attend, are recorded. The childminder supports parents' knowledge of her practice, by providing them with copies of the policies and procedures, so they are clear about the service she provides. Procedures regarding the use of mobile phones and cameras are implemented.

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provision

The childminder has a thorough understanding of children's stages of development and assessment of their progress means the childminder can share detailed information with other professionals. She attends multiagency meetings to support parents and children, and this ensures the care and learning plans she has in place are consistent with those provided in other settings children attend. This means children who are cared in more than one setting enjoy consistency in their learning and continue to make good progress towards the early learning goals.

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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 EY408816 Local authority Doncaster Inspection number 922527 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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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

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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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