Mrs Lauren Jai Sabin

Inspection date

Previous inspection date 12/08/2013 Not Applicable

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder relies too heavily on learning experiences provided at playgroups. As a result, she does not develop educational programmes that focus on each child's interests and provide them with challenges that help them to make best progress in their learning.  Children's health and well-being is not fully promoted because policies, such as promoting healthy eating, are not shared effectively with parents or embedded in practice.  Children's safety is not guaranteed because the childminder does not have a sufficient understanding of the safety and welfare requirements. As a result, policies and procures are not implemented appropriately.  Evaluation of practice is not robust enough to ensure all weaknesses in practice are identified. As a result, there are no clear action plans in place for improving practice.  The childminder does not ensure that children's safety is maintained because the

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This provision is inadequate

premises are not kept secure at all times.

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It has the following strengths

 Children have secure relationships with the childminder and are developing good peer relationships with other children.

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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 in the garden.

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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 qualifications and discussed the provider's self-evaluation.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and one child aged 19 months, in Doncaster. The whole of the ground floor and the rear garden are used for childminding.

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Information about the setting

The childminder 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 two children on roll, one of whom is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 8am to 7.30pm Monday to Friday. She is a member of the Professional Association for Childcare and Early Years.

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must:

 improve knowledge of the learning and development requirements to ensure educational programmes are tailored to meet the needs of each child, take into account their individual interests and offer them challenges that help them to make best progress across all areas of learning

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must:

 improve knowledge and understanding of the safeguarding and welfare requirements to ensure policies and procedures for keeping children safe at all times are understood and implemented effectively

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must:

 keep the premises secure when children are in the setting by ensuring entrances to the premises are locked.

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

 support parent's understanding of the policies and procedures of the setting by ensuring they are communicated to parents effectively and are implemented in practice

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

 develop self-evaluation of practice to make certain all area for improvement are identified and action plans are put in place to ensure action is taken to addresses weaknesses.

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who attend

The childminder has a sufficient knowledge of Early Years Foundation Stage learning and development requirements. She is aware of her responsibility for delivering tailored educational programmes that reflect children's interests, and promote the next stage of their learning. The childminder obtains children's starting points from parents so she is aware of the skills they have already acquired. Observations and assessments of children's learning are completed regularly and are shared with parents so that they can comment and contribute to children's learning. The childminder uses current guidance documents to evaluate their learning and inform next steps. However, the childminder does not use the information she obtains to plan challenging educational programmes for children. She attends a number of different groups that provide activities planned to promote learning for children in the early years age group. This means children are experiencing learning

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who attend

opportunities and, as a result, they are making suitable progress across the prime areas. However, there are few planned activities in the childminder's home that reflect children's interests or target the individual needs of each child.

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who attend

The childminder has an adequate understanding of the stages of development for children, such as moving on from crawling to walking. During outdoor play in the garden, children use small climbing equipment to develop their skills. The childminder helps them to ensure they are safe and the challenges they set for themselves are achievable. For example, with her support they learn to climb up the slide and slide down it safely. This means they are developing new skills while learning how to keep themselves safe. Children use different size balls to catch and throw, and they learn to manipulate small tools while playing in the sand. They develop their physical skills on larger equipment during trips to the local park and the regular sessions they attend at soft play centres. Children enjoy day trips organised by the playgroups they attend and this means they can enjoy learning in the wider environment. For example, they enjoy sand and water play on

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who attend

a much larger scale during a trip to the seaside.

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who attend

Through everyday conversations, stories and music sessions, children are developing their communication and language skills. Progress records show they are developing in line with the milestones for their age. The childminder uses opportunities to support early mathematical development, for example, by using stacking cups and building blocks to promote counting skills. Through independent exploration of a small number of age- appropriate resources, including shape sorters and puzzles, children can make some choices about their learning. Children who attend the settling live in a multicultural community. They develop their knowledge of equality and diversity through the activities they enjoy at the playgroups they attend. For example, they explore cultures and festivals that are different to those they experience at home. This helps them to understand that people have different religions and beliefs and this prepares them for the larger social

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who attend

environment they will experience in school.

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who attend

The childminder understands her responsibilities for completing the required 'progress check at age two'. The assessments she completes ensure she can share information about children's learning with other professionals when children move on to the next stage in their learning, such as the local pre-school.

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

Children are not appropriately safeguarded at all times because procedures in place to protect them are not implemented effectively. For example, the childminder does not ensure the premises are secure when children are in the setting. However, she does conduct risk assessments for the premises and places she visits, and daily checks ensure these are suitable for children to use. Children demonstrate they can enjoy their time in the setting, although they are not aware of the risks to their safety.

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

Settling-in procedures ensure children's emotional well-being is adequately supported during transitions from home. They demonstrate secure relationships with the childminder and the older children. She is affectionate towards them and is patient with them when they are grumpy and tired. She shares information with parents about children's care routines and tries to ensure these are reflected in the setting. The childminder provides holiday cover for other childminders and this ensures children enjoy continuity in their care because they are being cared for by a familiar adult. Through their attendance at playgroups and soft play centres, children are developing appropriate peer relationships and are learning how to behave and cooperate with each other. Visits to the shops, place of interest, and the local park, help children to develop confidence and independence in situations away from the setting. This helps to prepare them for the larger social

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

Children are offered healthy snacks and a selection of meals that promote their understanding of a balanced diet. However, the childminder does not effectively share her policies for promoting health and self-care with parents. As a result, even the youngest children who like to drink water or milk, have diluted cordial in their drinking bottles, this does not promote their good health. There is sufficient focus on outdoor activities and play to promote children's physical development. Use of play equipment in the garden, and larger equipment in the park, helps them to understand how exercise contributes to being healthy. The childminder promotes children's understanding of how to keep themselves safe by teaching them about road safety and encouraging them to identify hazards for themselves. Children's independence in personal hygiene is supported through practical routines and this means children can attend to their own self-care needs when they move

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provision

This inspection was brought forward following concerns raised about the procedures for reporting concerns about children. The childminder did not implement procedures in-line with her child protection policy, or follow the procedures of the Local Safeguarding Children's Board. Although, in this instance, there was no immediate risk to children, there was a delay in concerns being reported to the appropriate agencies. The childminder has attended 'Introduction to Safeguarding' training and has some procedures in place, such as, prohibiting the use of mobile phones and cameras. However, her knowledge and understanding of the Early Years Foundation Stage safeguarding and welfare requirements is inadequate. This means she cannot guarantee children's safety at all times while in her care and she is also not meeting the requirements for the Childcare Register. For example, she does not make sure the premises are secure at all times because entrances are

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provision

unlocked and this means someone could enter the premises without the childminder's knowledge.

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provision

Evaluation of the childminding setting is not robust enough to ensure areas for improvement are identified and prioritised. This means evaluations do not accurately reflect her current practice and are not sufficient to identify areas of weakness. As a result, there are no clear action plans in place to ensure significant weaknesses are addressed, and drive improvement in the service she provides. Although, the childminder understands her responsibilities under the learning and development requirements, educational programmes are weak. They are not monitored effectively to ensure good quality teaching helps children to make best progress across all areas of learning. The childminder accesses essential training to improve her knowledge, such as first aid. The childminder has suitable relationships with parents and information about children's time with her is shared through daily discussions. Children's learning records are shared

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provision

with them and they can add their comments and contribute to identifying children's next steps. The assessments the childminder completes ensure she is monitoring children's progress and she can share information about children's learning with other professionals. This means relevant information is shared when children move on to the next stage in their learning, such as the local pre-school.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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

 keep and implement a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect (compulsory part of the Childcare Register)  ensure that no one can enter the premises without the knowledge of a person who is caring for children on the premises (compulsory part of the Childcare Register)  keep and implement a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect (voluntary part of the Childcare Register)  ensure that no one can enter the premises without the knowledge of a person who is caring for children on the premises (voluntary part of the Childcare Register).

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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 EY457904 Local authority Doncaster Inspection number 926895 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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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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