Childminder in DoncasterOfsted inspection, 10 Jul 2013

Inspection date

Previous inspection date 10/07/2013 Not Applicable

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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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are provided with a warm, welcoming and stimulating learning environment in which they are happy, eager and motivated to learn. They benefit from a broad range of good quality resources that support their learning and development.  Children develop strong emotional attachments with the childminder because she treats them with care and kindness.  The childminder supports children's emerging speaking skills very well. She provides close interaction, responds to what they do and say and repeats words back to them to aid their pronunciation.  Attention to safeguarding the children is paramount. There are effective strategies in place to make sure that children are protected from harm.

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It is not yet outstanding because

 There is scope to strengthen the existing strategies to promote home learning as these are not fully embedded.  Children's development of creative thinking is occasionally limited by using worksheets in activities.

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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 in the play room and the outdoor area.  The inspector spoke to the children during free play.

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Inspection activities

 The inspector took account of the views of parents and carers from written questionnaires.  The inspector observed all relevant documentation provided.

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Inspection activities

 The inspector spoke with the childminder and assistant at regular intervals throughout the inspection and made observations of the children present.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, her mother-in- law and two children aged seven in a house in Doncaster. The family have two dogs.

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Information about the setting

The childminder has two assistants. They visit the local library and park on a regular basis. She collects children from schools and pre-schools.

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Information about the setting

There are currently 12 children on roll, four of these are in the early years age group and attend for a variety of sessions. She operates all year round from 7am 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:

 strengthen the ongoing dialogue and sharing of regular two-way observations on learning with parents and use this shared knowledge and understanding to plan together and think through ideas of how to move the child forward

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

 extend children's creative thought processes, for example, by encouraging them to find new ways to do things and develop their own ideas.

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who attend

Children enjoy interesting, motivating and challenging activities across the seven areas of learning and they are happy and relaxed in the childminder's care. The childminder shows a good understanding of how to support young children's learning. As a result, children are making good progress towards the early learning goals and they are well prepared for starting school. Individual learning booklets are in place for all children, and these include observations, assessments and next steps. The childminder works closely with parents to support children's learning from the start. Ongoing discussion and sharing of children's learning books ensures that parents remain involved and up-to-date about their child's progress. However, there is scope to find new and innovative ways of involving parents in children's learning at home.

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who attend

The childminder tailors her support, resources and planned activities according to each child's interests, age and stage of development. As a result, children are inquisitive, active learners who make good progress. The childminder plans stimulating and challenging activities that reflect children's interests. However, this planning is very flexible to allow children to do what they want. She successfully engages children in purposeful learning experiences. The childminder and her assistant engage children in activities successfully and motivate them to learn. For example, children enjoy a painting activity. Children show excitement as they move their brushes around the paper making marks and giving meanings to marks whilst talking about colours and shapes. Children access a wide range of creative and mark making activities that they enjoy. However, on occasion, the childminder uses worksheets in some activities. The use of these limits children's freedom

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who attend

The childminder supports their learning with good quality interactions; she skilfully asks open ended questions to promote critical thinking and mathematical concepts, such as asking 'How big is it? Will it fit?' The childminder extends the children's thinking and language by asking 'What do you think? How shall we do it? What do we need?' and having made a few suggestions she then asks 'What do you think, will work? The childminder takes time to show children how to pronounce words by responding and repeating what they say. For example, saying the word 'special' and the sound 'sssss.' Children enjoy cuddling up to the childminder's assistant for a story. They choose a favourite book and listen intently as the story is read, replying to questions asked. There is a bubbly atmosphere and the childminder has a great sense of humour, which has a positive impact on the children, who are smiling and laughing. Children are also beginning

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who attend

Children are confident to communicate and initiate conversation throughout their play. Children clearly enjoy imaginative play and initiate their own games. They pretend to take their babies for walks in the doll's pushchairs then they dress and sit the dolls on the pretend potty. Thoughtful intervention from the childminder supports children's learning further as she questions them with regard to the colour, size and feel of the clothes and pushchairs they use. Children enjoy opportunities to be active. The childminder offers a wide range of activities, such as music and movement sessions and the use of the outdoor environment. Children also go out into the community and walk the family dogs daily. Further learning opportunities, such as snack time, encourage children to develop friendships and personal, social and emotional development.

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

Children are very happy and settled in the warm and welcoming environment. The happiness and health of every child in the setting is paramount to the childminder and she will strive to care for all children to a high level, the setting is like a family unit and children relish being in her care. All children show a strong sense of security and belonging within the setting. Transition procedures into the setting are very well designed. Children are supported into the setting very well, which aids familiarity and well-being. Consequently, the children feel confident as they settle into a new environment. The childminder is highly skilled in recognising the individuality of each child and providing for their different needs and interests. Younger children are confident to explore their surroundings, safe in the knowledge they have the support of nurturing adults and can feel secure.

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

Children enjoy plenty of opportunities for outside play and activities all year round. This encourages a healthy lifestyle and enables children to learn to use equipment safely. The childminder talks about what they are doing and uses simple questioning so that they understand risks. She encourages children to take risks and challenges them effectively. As a result, children recognise dangerous areas and understand the need to do things differently to keep safe. Children wear fluorescent jackets during trips to the seaside, so they are clearly visible. Children comply fully with expectations and learn to keep themselves extremely safe in an emergency through practising the escape plans. Becoming increasingly safety aware, making friends and learning self-care skills, means children gain essential skills and attitudes to support their future move to other settings or to school.

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

Children are very polite and manage their own behaviour extremely well because the behavioural rules are fully embedded. Sensitive reminders, positive reinforcement and displaying the traffic light system in the playroom means children receive consistent messages. Children build excellent relationships with their friends. They collaborate extremely well together to create play with their friends.

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

Children are extremely well prepared for the move to school and for their future learning. This is because children learn exceptionally positive skills and attitudes to exploring and learning, building friendships and their self-care. Adults forge superb links with schools and have developed very good relationships with the teachers. The childminder has plans to further this even more.

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provision

The childminder is well organised and maintains all the required paperwork, such as children's information and a record of their attendance. Her policies and procedures are shared with parents so they are aware of her responsibilities. The childminder has a good knowledge of the safeguarding procedures to follow in the event of any concerns about a child in her care. She carries out thorough risk assessments of her home and takes appropriate steps to keep children safe.

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provision

The childminder monitors children's progress well and has a very good awareness of their abilities and skills. The well thought out planning helps her ensure that she covers each area of learning with adult-led activities or plans for the availability of resources to support children's learning. The childminder is aware that children develop at their own rate. She demonstrates a good understanding towards monitoring and evaluating her service. For example, she values the support and advice provided by the local authority coordinator and other childminder's ensuring she continues to provide a high standard of practice and a good quality setting where children are safe and can learn effectively. Overall partnerships with parents are well established, ensuring children's development is effectively enhanced while meeting their needs and supporting smooth transitions to nursery or school. Parents are able to share information about their children with the

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provision

childminder, they discuss children's progress when dropping off and collecting their children. The childminder has a clear understanding of her responsibility to work in partnership with other childcare providers and professionals to enhance learning opportunities; she has established links with local agencies and schools to support all children to ensure continuity of care and learning for all children.

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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 EY454229 Local authority Doncaster Inspection number 919615 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 12

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Name of provider

Date of previous inspection not applicable

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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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