Childminder in Rotherham

Inspection date

Previous inspection date 25/07/2013 14/12/2009

p.1

early years provision

This inspection: 1 Previous inspection: 1 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 1

p.1

This provision is outstanding

 Children make excellent progress in their learning because they are offered a wealth of stimulating and motivating activities that challenge their thinking and help them to develop their ideas.  Parental involvement in assessment and planning means children are supported exceptionally well at home because educational programmes are shared with parents and the childminder offers them good advice about how to promote their children's learning.  Strong partnerships ensure children receive consistently high levels of support during periods of change. This means their need for additional emotional support during transitions is met extremely well.  Children's safety is given the highest priority at all times because safeguarding measures are rigorous, and the childminder helps them to develop a superb understanding of how to keep themselves safe.  There are clear improvements plans in place because self-evaluation is rigorous and

p.1

This provision is outstanding

accurate. The childminder has a precise overview of her strengths and swift action is taken to address any weaknesses.

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 playroom and in the garden.

p.2

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.

p.2

Inspection activities

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

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 husband in the Swallownest area of Sheffield. The whole of the ground floor and the rear garden are used for childminding.

p.3

Information about the setting

The childminder attends the local children's centre and visits places of interest on a regular basis. She collects children from the local schools and pre-schools.

p.3

Information about the setting

There are currently ten children on roll, seven of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7.15am to 6.45pm, Monday to Friday. She is a member of the Professional Association for Childcare and Early Years.

p.3

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

 collate the information recorded about children's progress to simplify it and make it easier for parents to track their children's progress.

p.3

who attend

The childminding provision is friendly and welcoming. Displays of children's work are vibrant and colourful, and there is abundance of well-planned, interesting activities, both indoors and outside. For example, children participate in ranger-led activities in the local country park where they explore the natural world through forest walks and pond-dipping. The childminder has a detailed knowledge of the Early Years Foundation Stage. She works extremely well with the local infant school to highlight areas where some children are not meeting the expected targets in learning and development. As a result, educational programmes are targeted to focus on those areas, for example, developing early writing skills. The childminder uses imaginative ideas to promote children's language development, such as using a puppet theatre to encourage conversation. She shares story sacks and puppets with parents to help them promote their children's language

p.3

who attend

development at home. She also gives them advice, for example, limiting the use of dummies by the youngest children. The childminder also has strong partnerships with the local children's centre and she is able to seek support from other professionals including health visitors and speech and language therapists, to support learning for children who have special educational needs. Detailed records show that all children make very rapid progress from their starting points, across all areas of learning.

p.3

who attend

The childminder obtains information about children's starting points and their interests, from their parents. This is regularly updated through discussions with parents and children each day. She demonstrates she has high expectations for each child in her care and she works with parents to ensure their expectations for their child are appropriate to their age. For example, she shares with them how important it is for children to develop basic physical skills before they can move on to more complex skills, such as catching a ball. Scrap books keep a record of children's work and the activities they have enjoyed. Observation books record snapshots of children's progress and include photographs of them engaged in a wide range of interesting activities. Daily diaries also provide an overview of each child's day. In addition, the childminder completes a tracking book to monitor children's progress against the expected milestones for their age. Although the

p.4

who attend

childminder has a comprehensive record of children's progress, tracking of children's progress is not easy for parents to follow because the information is kept in too many different formats. The required progress check at age two has been completed with parents, for relevant children. Observations and assessments are shared and discussed with parents, and both children and parents are encouraged to contribute to planning. This means the childminder has a thorough understanding of each child's needs and, therefore, she can develop activities that are tailored to target the needs of each child and focus on the skills they have already gained. As a result, children are provided with motivating adult-led activities that challenge their thinking and help them to extend their skills. For example, they develop their role play by creating a travel agency equipped with telephones and brochures, and making their own passports.

p.4

who attend

Through highly skilled teaching, children are offered topics and questions that help to develop their knowledge of the world and challenge their thinking. For example, children learn about growth and development by exploring the lifecycle of a chicken. They incubate eggs laid by their own adult hens and monitor the progress of the chicks. Children enjoy a very good balance of child-initiated and adult-led education, because they have a wealth of exciting activities and resources offered to them. For example, they follow their interests by developing stories about their favourite characters and link them to other areas of their learning, such as walks in the woods. The childminder has excellent partnerships in place with the local infant school. The support she offers to children, such as regular visits to school, means children are confident and very well prepared when it is their turn to move on. Detailed assessments ensure information shared about children's

p.4

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

Children enjoy the benefits of outdoor play and learning in all weathers. The garden provides them with a wealth of opportunities for developing their skills and enjoying outdoor teaching. For example, a mud patch provides them with an area where they can dig, look for mini-beasts and make mud pies. The pond houses some large fish, and discussion about their needs help to develop children's understanding of how to stay healthy. The large trampoline helps them to develop physical skills as they jump and bounce. They are encouraged to risk assess for themselves and they show their understanding of safety rules, such as only one child being allowed on the trampoline at once. In hot weather, children enjoy play in the paddling pool and the trees around the garden offer them some privacy. The children are able to access the well-equipped garden whenever they wish and they also participate in outings where they can test their skills on

p.4

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

large play equipment or build dens from branches and leaves. This means they develop physical skills, while learning how exercise supports their overall health and well-being.

p.5

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

Children's safety is given highest priority without limiting their independent exploration because the childminder is vigilant at all times ensuring children are very well supervised and kept safe. They demonstrate they are developing a very good understanding of how to keep themselves safe as they discuss hazards they might find in the environment. Often they use clipboards to note down hazards they might find during their own risk assessments. The childminder promotes their understanding of staying safe in the community by teaching them about road safety and 'stranger danger'. Children are increasing their knowledge of equality and diversity through a range of activities, such as exploring different countries during role play, stories and through everyday discussions. They are learning to embrace each other's differences because the childminder gives them simple, age-appropriate explanations. This helps them to understand why we are not all

p.5

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

the same, for example, she explains to them why some children have to wear glasses. As a result, children are learning to tolerate each other's differences and are developing strong peer relationships. The childminder attends groups at the local children's centre and links with other childminders. This helps children to build relationships in a larger social group and, therefore, they are well prepared when they move on to the larger social environment of the local infant school.

p.5

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

Short parent-led, settling-in sessions help to smooth transition from home to the childminder's setting, providing continuity in children's care. Through close interactions with the childminder, children develop strong, secure attachments early in their care and receive consistently high levels of support at all times. Through effective use of praise and acknowledgements of exemplary behaviour, such as reward certificates, children in the childminder's care develop strong self-confidence and they are very self-assured. They welcome visitors and are keen to share their learning experiences. Children are well mannered and exceptionally well behaved because incidents of unwanted behaviour are treated sympathetically with very good, clear explanations. Children enjoy regular visits to the school to familiarise them with routines and the Early Years Foundation Stage teachers. As a result, they are well prepared for transition because they have support from

p.5

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

familiar adults when they enter the school setting.

p.5

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

Children enjoy a wide variety of healthy, nutritious, home-cooked meals. Discussions at mealtimes help children to understand how making healthy choices promotes their overall health and well-being. The menu is shared with parents each week and they are asked for their suggestions. The childminder works closely with parents to ensure the needs of children who have additional dietary needs are met. Children learn personal hygiene through robust routines and this helps them to be independent in their self-care when they move onto school.

p.5

provision

The childminder is highly motivated to drive improvement and continually strives to raise the already high standards of her setting. She continually evaluates the service she provides and makes a precise and accurate assessment of her strengths and weaknesses. This means swift action is taken to address any areas identified for improvement, for example, improving the garden to make it more freely accessible to the youngest children. To ensure very high standards are sustained, the childminder seeks the views of parents and children and takes into account their ideas when planning changes. She has a strong commitment to personal development and attends a large number of training courses to develop her knowledge and skills, such as early talking programmes for children.

p.6

provision

The childminder has an excellent understanding of child protection issues and children's safety is given utmost priority. The premises are kept secure at all times. A register of the children's attendance, including when they arrive and leave, is in place. The childminder supports parents' understanding of her practice by providing them with copies of policies and procedures so they fully understand the service she provides. The childminder has attended safeguarding training to develop her knowledge of how to keep children safe. She conducts daily checks of the premises and equipment to ensure the environment is safe and suitable for children. Risk assessments are in place and reviewed regularly. She holds a current first aid certificate, which means that she can give appropriate treatment if there is an accident to a child in her care.

p.6

provision

The childminder has a detailed knowledge of the learning and development requirements. She constantly monitors the effectiveness of planned learning to ensure children's experiences offer them optimal challenge, and help them to maintain rapid progress across all areas of learning and development. Parents and children are actively involved in planning and this means the service the childminder provides meets their individual needs. She links with other childminders to mentor and offer support and shares good practice with them.

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 302989 Local authority Rotherham Inspection number 926223 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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