Childminder in Rotherham

Inspection date

Previous inspection date 14/08/2013 07/12/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The educational programmes have depth and breadth across the seven areas of learning. The childminder ensures activities are interesting and challenging to meet the needs of all children. Consequently, children make good progress in their learning.  Children are well prepared for the next stage in their learning because the childminder provides a good range of support to children, to prepare them for their transitions.  Children have strong attachments with the childminder, which promotes their well-being and independence.  The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. Consequently, arrangements for safeguarding children are robust.

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It is not yet outstanding because

 There are few books and resources, which encourage children to explore similarities and differences in themselves and others.  There is scope to provide more creative resources in the outdoor area, to develop children's exploration and creativity.

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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 carried out a joint observation of a learning activity with the childminder.  The inspector took account of the written views of parents.  The inspector held meetings with the childminder of the provision.

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Inspection activities

 The inspector observed activities in the play rooms and the outside learning environment.

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Inspection activities

 The inspector looked at children's assessment records and a range of other documentation.

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Information about the setting

The childminder lives with her husband and three children aged eight, 13 and 15 years. The property is a semi-detached house and is located within a large housing estate in the area of Wath-Upon-Dearne. On occasions she works with an assistant. Minded children have access to the ground floor of the property, which consists of a kitchen through dining area, lounge and conservatory. Toilet facilities are located on the first floor of the home. There is an enclosed garden for outside play.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently six children on roll, all of whom are in the early years age range. She is able to collect children from the local schools. The childminder holds an appropriate early years qualification at level 4. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 encourage children to explore similarities and differences in themselves and others, for example, by making books containing photographs of family members and different role models

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

 enhance the range of creative resources, such as, sand, water and paint in the outdoor area to provide further opportunities for children to develop their exploration and creativity.

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who attend

Children thoroughly enjoy their time with the childminder. She provides a wide range of activities that are interesting and challenging to meet the needs of all children. The educational programmes have depth and breadth across the seven areas of learning, which ensures children are making good progress in their learning and development, in relation to their starting points. This ensures that children are gaining a good range of skills necessary to prepare them for life-long learning. The childminder closely observes and assesses children's progress, which ensures that she can tailor the weekly planning to ensure children are continually progressing towards meeting the next steps in their learning. The childminder works closely with parents to ensure that there is a collaborative approach to their children's development. For example, she completes the progress check at age two alongside parents and regularly meets with them to discuss their child's

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who attend

The childminder has high expectations of all children in her care. Consequently, children are effective learners, who are well prepared for the next steps in their learning and eventually the move to school. This is because the childminder uses every opportunity to equip children with the skills they need for their transitions. For example, the childminder devises a fun letter and number search, where children can sort and classify objects. This promotes children's mathematical development and their communication and language skills. Children have lots of opportunities to share and take turns, as they work together to play simple board games. This ensures children's personal, social and emotional development is effectively promoted. Children enjoy making animal masks, this activity provides lots of opportunities for discussion and the childminder challenges children's thinking further by asking them questions, such as 'Which animal is this' and 'what sounds

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who attend

does it make?' Children enjoy frequent access to the garden, which promotes their physical development. Resources, such as threading and large wheeled toys promote children's physical development. However, there is scope to provide more creative resources in the outdoor area, to develop children's exploration and creativity.

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who attend

Children enjoy making bird feeders and planting flowers in the garden, which supports them to learn about the natural world. However, opportunities for children to learn about the wider world are not fully embraced. This is because there are few books and resources that encourage children to explore similarities and differences in themselves and others. Children enjoy going on a range of outings and visits. They happily chatter as they recall a recent trip to the mobile zoo. This demonstrates that children thoroughly enjoy their time with the childminder.

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

Children have strong attachments with the childminder, this is because they attend for a number of settling-in visits to build relationships from the onset of care. Partnerships with parents is good because the childminder works closely with them in the beginning, to obtain useful information about their child. This ensures that the move from home to the childminders care is smooth and promotes children's well-being and independence. Transitions to school and other settings are well managed because the childminder provides a good range of support to children. For example, she shares information about what she knows about children's learning and care needs and when children move to school, she invites their teachers into her home to begin building relationships with children. This promotes children's physical and emotional well-being. The childminder ensures children with special educational needs and/or disabilities receive the support they

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

need. This is because she obtains information from parents about children's starting points in their learning. This helps her to easily identify any cause for concern in relation to children's development and put in to place good interventions to support them. The childminder is a good role model to children and provides consistent routines that promote children's self-esteem and helps them to feel safe in her care. Children are well behaved because the childminder uses positive praise and boundaries to manage children's behaviour. For example, children know to tidy away toys when they are not using them and that they must walk indoors. Children are beginning to develop an understanding of risks and how to keep themselves safe because they are involved in regular practice fire drills and the childminder discusses safety rules, before they go on outings. Children's independence is effectively promoted as they wash their own hands,

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

help the childminder to prepare snacks and meals and access resources independently, from low level units. This ensures children are well prepared for school when the time comes. Children play well together and enjoy helping each other and taking turns during their play. This demonstrates that their personal, social and emotional development, is well supported.

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

Children's understanding of healthy lifestyles is well promoted because the childminder talks to them about healthy and unhealthy foods. She also provides a range of healthy foods to children, such as, tuna pasta bake, sandwiches and fresh fruit and vegetables. Regular trips to her allotment allow children to taste vegetables they have grown themselves. Children receive plenty of fresh air and exercise through regular free-flow access to the childminders garden and frequent outings to the park.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She monitors children's progress and the educational programmes, which ensures she is fully aware of children's interests and how activities impact on their development. She has formed strong partnerships with local schools, to ensure there is a collaborative approach to children's learning and that they are well prepared for their transitions. The childminder has forged a good range of professional networks, such as with speech and language therapists and the social care team. This ensures she is able to provide additional support to children should they need it.

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provision

The childminder carries out risk assessments of the premises to ensure children are kept safe. Where hazards are identified these are addressed, for example, the back gate on the garden has been replaced to ensure children are safe when playing outside. The childminder understands her responsibilities in relation to the safeguarding and welfare requirements and the consequence of any non-compliance. For example, she ensures that her assistant is recorded on her setting details, which are held by Ofsted. On the day of inspection staff to child ratios were well met and records retained by the childminder, indicate that this is routine practice. The childminder is familiar with the signs and symptoms of abuse and the steps to take should she have a concern about a child. This is further strengthened because there are clear safeguarding policies and procedures in place. The childminder ensures children safety is maintained by having clear policies for

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provision

accidents and the administration of medication and ensures they are shared with parents. The childminder deploys herself well to ensure children are well supervised. When the childminder uses her assistant on busier days she ensures that children continue to be well supervised and that they are safeguarded. This is because she ensures her assistant is familiar with the daily routines and policies and procedures, such as safeguarding.

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provision

The childminder uses clear methods for self-evaluation. For example, she completes a written self-evaluation form that clearly identifies her strengths and weaknesses. She seeks feedback from parents, through use of parent questionnaires and ensures there feedback is acted upon. As a result, partnerships with parents are strong. Parents speak highly about the service the childminder offers. Written feedback states 'the childminder has helped my child flourish, she has taught him so much' and 'my child enjoys every minute with the childminder.' The childminder ensures she keeps up to date with changes in legislation through regular training and development, such as safeguarding and 'treasure basket' training. This demonstrates an ongoing commitment to continuous improvement.

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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 EY249119 Local authority Rotherham Inspection number 927072 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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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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