Childminder in Rotherham

Inspection date

Previous inspection date 12/07/2013 31/05/2012

p.1

early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 Children form good attachments with the childminder, which enables them to feel safe and secure in her care. The childminder provides a good level of praise and encouragement, which helps to build children's confidence.  Children are offered a suitable range of activities and learning experiences, supported appropriately by the childminder. As a result, they make satisfactory progress in their learning and development.  The childminder carries out suitable risk assessments for all areas of her home and outings. These are combined with daily checks and appropriate safety procedures which ensure that hazards to children are minimised.

p.1

It is not yet good because

 The childminder does not keep accessible a daily record of children's attendance, to support the safe and efficient management of her provision.  The childminder's understanding of the revised Statutory framework for the Early Years Foundation Stage and supporting guidance is not yet fully secure.  The process of self-evaluation is not sufficiently robust to clearly demonstrate how strengths and weaknesses are accurately identified to drive continuous improvement.  Toys and resources are not arranged so that they are easily accessible to children. This means that it is not easy for children to identify what is available to them, which reduces their free choice.

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 discussed with the childminder her understanding of the welfare requirements and samples of policies and other records were checked.

p.2

Inspection activities

 The inspector watched the children during play indoors and in the garden and the childminder's interactions with them.

p.2

Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection.

p.2

Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her teenage daughter in a house in the Kimberworth area of Rotherham. The whole of the ground floor is used for childminding. The family has three cats as pets.

p.3

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.

p.3

Information about the setting

There are currently five children on roll, who are in the early years age group and attend for a variety of sessions. The childminder 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 for Childcare and Early Years.

p.3

must:

 keep a daily record of the names of the children looked after on the premises and their hours of attendance

p.3

must:

 promote the learning and development of all children by; increasing understanding of the revised Statutory framework for the Early Years Foundation Stage and supporting guidance; use accurate assessments more effectively to identify what children need to learn next and plan challenging learning experiences that will fully support children's overall progress.

p.3

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

 monitor reflective practice and self-evaluation to identify the setting's strengths and priorities for development that will continuously improve the quality of provision for all children

p.3

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

 make resources more accessible for children so that they can make their own choices, develop their independence and more easily initiate their own play.

p.3

who attend

Children are cared for in a welcoming environment and are happy and secure in the care of the childminder. She has an acceptable understanding of the Statutory framework for the Early Years Foundation Stage. However, this could be improved by increasing her knowledge of the seven areas of learning to enable her to plan more challenging activities for the children. The childminder understands the requirement to complete the Early Years Foundation Stage progress check at age two. Her understanding of child development is generally secure. However, she builds on children's learning instinctively rather than using assessments to accurately plan activities based on children's current skills. As a result, there is scope for developing a more precise approach to planning, for example, by using children's next steps from observations to plan more targeted activities for children and by monitoring children's progress over time. Children are provided with an appropriate

p.4

who attend

balance of adult-led and child-initiated activities to ensure there is variety in their play and learning. This ensures children are appropriately prepared for school, when the time comes. Children make satisfactory progress in their learning during their time at the childminder's setting.

p.4

who attend

The childminder plans many creative and messy play activities for children to explore their senses. For example, young children regularly make dough, they add glitter to make it sparkle and paint pictures. In addition, children regularly participate in baking activities and the childminder encourages them to estimate how many buns or biscuits they will be able to make from the ingredients. This encourages children to explore mathematical concepts. The childminder also encourages children's communication skills and use of mathematical language as children complete jigsaw puzzles. For example, she asks them if they need a 'bigger or smaller' piece. This helps children to think about solving problems and make predications, which prepares them for further learning. As children play outside they investigate the water play and use containers for pouring. They are fascinated by the spinning water wheel and know that the more water they pour in the faster the wheel will

p.4

who attend

spin. Consequently, they are learning about how things work. The childminder is currently focussing on colour recognition and ensures children have opportunities to colour match. For example, as they use yellow paint she sensitively questions them to see if they can find brushes and paint pots of the same colour. This supports children's creative and investigative skills.

p.4

who attend

The childminder provides parents with opportunities to discuss what children are doing at home. She shares information regarding children's routines and the activities they engage in. This means that parents are sufficiently involved in supporting children's development.

p.4

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

Children settle well with the childminder and form good attachments because the childminder finds out about their preferences, needs and care routines prior to them attending. This also helps children to make a smooth transition into the childminder's care. The childminder offers a gradual settling-in process which helps children to get to know her before they begin to attend on a more regular basis. She continues to work closely with parents, keeping them well informed through daily verbal exchanges, so that children's needs are suitably met. The childminder offers a flexible service and children quickly build secure attachments and trusting relationships with her. This means that their personal, social and emotional development and emotional well-being is effectively promoted. For example, they turn to her for reassurance and comfort, snuggling in when they feel unsure or tired. Children behave well because the childminder is calm, caring and

p.4

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

consistent in her approach and children understand the 'house rules'. She is a good role model, and children use good manners to say 'please' and 'thank you'.

p.5

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

The childminder fully understands the importance of preparing children for the transition to other settings, such as nursery and school. For example, working in partnership with parents she is able to visit other settings prior to children attending, to meet teachers and share information. The childminder utilises groups at the local children's centre, or pre- school group and this helps to develop confidence and independence in situations where children are away from their main care setting. She knows these opportunities help to support children's transitions as they prepare children ready for starting nursery or school. The children are already familiar with these settings as the childminder takes and collects older children to and from school.

p.5

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

Children develop positive attitudes to healthy eating because the childminder discusses their dietary requirements with parents. As a result, they are provided with a well- balanced menu. Children participate in a range of activities and learning experiences which supports their well-being and physical development appropriately. For example, visits to the local park which children walk to, ensures they experience fresh air and have the chance to run, explore and investigate. They make good use of the local community, visiting childminder groups, farms and museums. These trips help children to socialise with more children away from the childminder's home. As a result, children develop their understanding of differences between people which helps to support children's acceptance of difference.

p.5

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

Children use a suitable range of toys and play equipment. However, the layout and organisation of toys and play equipment results in them not being easily accessible to children. This means they cannot always select their own play activities and make independent decisions about the direction of their play. Children are gaining a satisfactory awareness of being safe as the childminder talks to them about safety issues in the home and on outings. For example, they understand why they need to keep their seatbelts on when travelling in the car.

p.5

provision

Generally the childminder demonstrates suitable knowledge of the safeguarding and welfare requirements within the Statutory framework for the Early Years Foundation Stage, although this could be improved. Children's welfare is generally supported overall, with most of the required records maintained appropriately. However, at the time of the inspection, records to show children's daily attendance were not available. Overall the processes to support children's safeguarding and welfare are sound. The childminder is clear about her role and shares her policy with parents. For example, she has sound knowledge of the procedures to follow in the event of any concerns regarding a child in her care. The childminder completes risk assessments for indoor and outdoor areas; this enables children to play in a safe and secure environment. The childminder has secure systems in place to record medication and accidents and she obtains written consents as

p.5

provision

The childminder is beginning to reflect on her daily practice to support ongoing improvements, therefore benefitting children in her care. For example, she is seeking support from an early years support worker and discussions with parents mean that she seeks to improve her practice. As a result, the childminder is generally aware of some areas for improvement. However, it lacks rigour and she does not yet reflect on all aspects of her practice or prioritise key areas for development to promote effective and continuous improvements.

p.6

provision

The childminder demonstrates a good awareness of the necessity to work with other professionals where children need additional support. Daily verbal exchanges with parents ensure children's needs are appropriately met. None of the children currently on roll attend other settings, however, the childminder is very clear about how she will share information with others.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.6

actions)

The requirements for the voluntary part of the Childcare Register are

p.6

To meet the requirements of the Childcare Register the provider must:

 keep a daily record of the names of the children looked after on the premises and their hours of attendance (compulsory part of the Childcare Register)  keep a daily record of the names of the children looked after on the premises and their hours of attendance (voluntary part of the Childcare Register).

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 303047 Local authority Rotherham Inspection number 924980 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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