Childminder in Sheffield

Inspection date

Previous inspection date 10/07/2013 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 good understanding of how children learn. She records children's starting points in each area of learning and uses this information, together with children's interests, to plan challenging activities. This helps ensure children enjoy their learning and, as a result, they make good progress.  Children receive consistent support in order to make best progress because the childminder monitors their development in close partnership with parents and other professionals.  Children are secure, happy and confident because the childminder provides a very warm, welcoming and stimulating environment.  The childminder is very knowledgeable about how to keep children safe. She uses detailed risk assessments and provides a safe environment for children.

p.1

It is not yet outstanding because

 There is room to do more to help young children understand that words have real meaning, for example, by labelling storage and displaying signs.  Opportunities to further promote children's very good physical development skills, by providing a wider range of large play equipment that can be used in different ways, have not yet been fully embraced.

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 and care routines in the main playroom of the childminder's home, and checked the suitability of all other areas used by children.  The inspector spoke to the childminder at appropriate times throughout the visit.

p.2

Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and a range of other documentation, including the safeguarding procedures.

p.2

Inspection activities

 The inspector also took account of the views of some parents, as recorded in their written feedback to the childminder.

p.2

Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner in a bungalow in Fullwood area of Sheffield. The premises are accessible via four steps up to the front door. The living room, kitchen, bathroom, porch and the front garden are used for childminding. The childminder's daughter is also a childminder and works with her at the home premises. The family has three cats as pets.

p.3

Information about the setting

The childminder attends a toddler group and visits the shops and local parks on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, all of whom are in the early year's age group and attend for a variety of sessions. The childminder also offers care to older children who attend before and after school. She operates all year round from 7.30am to 6pm, Monday to Friday, except Bank Holidays and family holidays, and at times works with an assistant as well as her co- childminder.

p.3

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

 enhance children's understanding that words have meaning, both indoors and outside, by displaying words with pictures, such as labelling storage boxes to show what they contain or using signs to name things

p.3

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

 provide large portable equipment that children can move about safely and cooperatively to create their own structures, such as milk crates, tyres, large cardboard tubes and pipes, to promote their physical development.

p.3

who attend

The childminder has high expectations for the children she cares for. When families first start, she asks parents what their children like doing and what they can do. She uses this information effectively to record children's starting points. As a result, she has a good understanding about individual children's interests, developmental stage and ways they like to learn. The childminder tailors activities and resources to provide interesting and challenging activities for each child. She continues to observe children to assess their developmental stage and interests, and regularly records what children have done using photographs and notes. Parents also add comments to the profile, and stay and discuss their children's development at pick-up times. In these ways, the childminder and parents work closely together to plan future activities to accurately reflect children's needs and interests. In consultation with parents, the childminder produces a detailed written

p.3

who attend

progress check at age two. She monitors children's rate of progress towards the early learning goals closely, so she can identify any situations where further intervention may be necessary. She works well with other professionals in order to provide for children who need additional support. This means all children make good progress towards the early learning goals.

p.4

who attend

Children learn well because the childminder teaches them while they play. For example, children independently choose a range of musical instruments to play. The childminder encourages them to think and talk about what songs they would like to sing. Children eagerly choose a song about a boat and confidently empty the instruments out of the box and sit inside saying, 'it is a sailing boat'. They happily sing along and use the instruments to pretend to row down the river, excitedly screaming for the crocodile and shivering for the polar bear. Children develop very good communication skills. The childminder uses talk to describe what children are doing. For example, she explains that a sailing boat needs a sail and wind to make if move, and helps the children to create one with pieces of fabric. She effectively extends this by encouraging the children to blow into the sail and discusses how the faster they blow the quicker the boat will move. The childminder reads them

p.4

who attend

books that include repetition and rhyme. For instance, children enjoy a story about a caterpillar and eagerly find the corresponding object card to go with the story page, such as a leaf, strawberries, oranges and pears. The childminder effectively extends children's vocabulary and understanding by introducing new words such as 'pickle' and 'salami'. She accepts and repeats children's utterances clearly and sensitively, and asks them questions that encourage them to think.

p.4

who attend

The childminder understands the importance of developing children's physical skills. They have daily opportunities to play in the well-resourced garden or at a wide variety of local parks and groups. This ensures they develop skills, such as balancing and coordination. Children experiment in moving in a variety of ways as they bounce on hoppers and push their friends around in cars. However, some opportunities for children to explore a wider range of portable equipment that they can use to create their own structures, such as milk crates, tyres and large cardboard tubes, are yet to be fully embraced. This means their physical skills are, sometimes, not as well developed as possible. Children learn to use tools and materials effectively as they experience many opportunities to be creative. For example, they eagerly use a variety of paints and brushes to make butterfly pictures and experiment with a wide variety of art and craft materials. In this way, they learn new

p.4

who attend

techniques and practise using their fingers to control pencils, crayons and brushes. The childminder also teaches children more specific skills. For example, when children are drawing the caterpillar cocoon from their butterfly garden, she encourages them to write their name, effectively identifying letter names and sounds. These opportunities help children develop a good understanding of reading and writing. However, some opportunities to extend children's understanding that words have meaning have been overlooked, for example, by labelling storage and using signs. This means their progress in this area is, sometimes, not as rapid as possible. Children develop a good understanding of technology as they operate a good range of toys with buttons and switches. They learn good mathematical skills as they count in everyday play, and learn to solve problems as they put together jigsaws and build with construction sets. Children

p.4

who attend

learn about their world because the childminder takes them on a wide range of weekly trips to exciting places, such as the museum, farm parks and local woodlands.

p.5

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

The childminder provides a calm, caring and welcoming environment for children and their families. As a result, children are very secure and happy in her care. She encourages new parents to visit with their children and stay and play for a number of 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. This helps the childminder work with parents to provide consistent care, and allows children time to build strong relationships with her. The childminder observes children closely. In this way, she accurately identifies their interests and stage of development. This ensures that children have a good sense of well-being, and this helps them develop confidence, self-motivation and a love of learning. The childminder is perceptive and values children's decisions. She

p.5

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

works alongside children, sensitively encouraging and supporting them, while encouraging their independence. Children have developed strong and positive relationships with the childminder and her co-childminder. They are confident and enjoy sitting close to the childminder while playing, singing songs or reading a story.

p.5

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

The environment has a very homely feel and the wide range of toys and equipment are safe and are chosen because of children's interests and to promote all areas of learning. Most resources are stored in accessible storage boxes, and this means children feel welcome and can work independently. The childminder promotes children's health well, supported by robust policies, records and practice. Children are encouraged to keep themselves healthy and safe. For example, older children regularly help themselves to their water bottles and they know to wash their hands before eating and after messy play. The childminder provides a varied diet of healthy snacks, such as raisins, breadsticks, rice cakes and fresh fruit. The childminder clearly explains why children must not run indoors, and sets age-appropriate boundaries so they learn about safety and good behaviour.

p.5

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

Children enjoy daily access to the front garden. As a result, they get plenty of fresh air and exercise to support their good health. The childminder regularly meets up with other childminders. This gives children plenty of opportunities to play with others and develop their social skills. The childminder also takes children on weekly trips to places of interest. This gives them good opportunities to experience different surroundings. It also enables them to exercise and increases their sense of well-being. The childminder is effective in ensuring children are familiar with the local school and nursery. This means they are confident when they transfer to their next stage of their education.

p.5

provision

The childminder is enthusiastic and motivated. She is committed to reviewing the strengths and areas for improvement in her practice, and that of her co-childminder. She evaluates her provision regularly through monitoring the activities and educational programme she provides and working closely with parents. The childminder attends a wide range of further training courses to enable her to keep up to date with current requirements. She is very knowledgeable about the safeguarding and welfare requirements of the revised Statutory framework for the Early Years Foundation Stage, and understands her responsibility to keep children safe. For example, the childminder ensures that her home is welcoming, clean and safe so that children enjoy their play and learning. She has a good knowledge of safeguarding procedures and knows the correct procedure to follow if she has concerns. Thorough risk assessments are carried out for the

p.6

provision

home and outings to ensure children's safety at all times. The childminder has a good range of written policies and procedures which help her care for children and keep parents fully informed about her childminding practice.

p.6

provision

The childminder has a robust understanding about her responsibility to meet the learning and development requirements, and has high expectations of all children. She monitors children's progress in all areas of learning and through discussion with parents. She is, therefore, using an effective cycle of observation, assessment and planning to ensure children continue to make good progress. The childminder can also put in place appropriate interventions if children need additional support.

p.6

provision

The childminder and her co-childminder have developed good links with the local school and nursery to ensure children are well prepared at times of transition. This ensures pre- school children become familiar with their local school, and this helps them settle into school quickly and take full advantage of their next stage in learning. The childminder establishes positive relationships with parents from the start to help her meet their children's individual needs. Parents are very well informed about the daily activities and care routines through detailed daily verbal discussions, texts and emails. They contribute effectively to their child's learning records and, therefore, a consistent approach to their children's learning and development is maintained. Parents' views are highly respected and valued. Positive comments include 'My child loves the family home and they take the children to local groups, the park and a range of other experiences' and 'I feel very

p.6

provision

grateful that I can hand over my child knowing they will not only be safe but also very happy'.

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 EY439721 Local authority Sheffield Inspection number 805381 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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