Home Childcarer in Sheffield

Inspection date

Previous inspection date 17/10/2013 02/07/2012

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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

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This provision is satisfactory

 Children are meeting the expected milestones for their age because they are provided with a range of age appropriate activities that capture their individual interests.  Children's well-being is maintained at all times because their safety is given priority. They learn to risk assess for themselves and as a result, they are learning how to keep themselves safe.  The childminder continually evaluates her practice, taking into account the users of her setting, to ensure the service she provides is meeting their needs.

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It is not yet good because

 Children's independence and preparation for school is not fully promoted because they are not encouraged to serve their own snacks or pour drinks. This means that when they move on to pre-school they are not fully independent in helping themselves during everyday routines.  Children are not always fully supported in sharing their knowledge and learning experiences because the childminder does not make enough use of open-ended questioning to help them explore their ideas.  Some information and records were not available for the inspector to view. This means the childminder is not meeting all of the requirements of Statutory Framework for the Early years Foundation Stage.

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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.

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Inspection activities

 The inspector asked the childminder questions at appropriate times throughout the inspection.

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Inspection activities

 The inspector reviewed planning documents and discussed assessment of children's learning.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with a co-childminder from the co-childminder's home in Sheffield. 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 local playgroups, shops and parks 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 seven children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder provides care all year round from 7am to 6pm, Monday to Friday.

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must:

 ensure relevant documents, including information recorded about children, are available during inspections so that they can be reviewed.

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

 help children further develop their independence by including them in preparing snacks and pouring their own drinks, therefore ensuring they are fully independent in the everyday routines of the pre-school when the time comes for them to move on

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

 develop the use of open-ended questioning to help children explore and share their ideas in more detail and make connections between their different learning experiences.

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who attend

The childminder works with a co-childminder, in the co-childminder's home. The setting is welcoming and friendly. Large displays of children's work show the activities they enjoy. For example, a tree painted and decorated with falling leaves made from handprints, depict children's investigation of autumn and the changing seasons. The childminder has a sound knowledge of the Early Years Foundation Stage and, overall, understands how effective teaching promotes children's progress across the prime areas. She participates in children's play and her enthusiasm encourages less confident children to join in. By discussing their activities, the childminder helps children to make connections between their learning at home and their time in the setting. For example, during small world play she chats to them about their friends and family. However, the childminder does not use open-ended questioning effectively to extend their thinking. As a result, children's ideas

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who attend

and knowledge are not explored in detail. For example, during small world play with different kinds of transport, the childminder misses the opportunity to discuss with children their experiences of using buses or trains.

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who attend

The childminder supports children in their acquisition of communication and language skills, by repeating what they say and helping them to pronounce words correctly. By using props, such as toys and pictures, she helps them to develop their understanding of spoken language. She also supports children who have difficulty communicating with words by using sign language to encourage understanding of some commonly used words, such as 'Please' and 'Thank you'. As a result, they are making suitable progress towards the early learning goals. Partnerships with other professionals, for example, speech and language therapists, mean children receive timely early intervention to support their development.

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who attend

The childminder works with her co-childminder to assess children's progress and plan activities that meet their interests. She differentiates her planning to ensure all the children she cares for can participate to the best of their ability. For example, children use large and small climbing equipment during a trip to the local park. Photographs show children's learning is supported by a variety of age appropriate activities, both indoors and outside. For example, children use their experience of gardening at the local allotments to build a herb garden in their garden. The childminder continually evaluates the activities she plans, to ensure the educational programmes she implements are having a positive impact on children's progress.

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who attend

The childminder obtains information about children's interests and their starting points from their parents. She uses early years guidance documents to assess their skills and provides them with a range of activities that help them to make progress across the seven areas of learning. For example, by using puzzles she helps children to solve problems and develop their critical thinking skills. Older children take part in trips where they enjoy adult-led experiences, such as collecting fruit and berries to make jams and chutneys. Children also learn mathematical concepts including number, colour and shape, through everyday conversations and creative activities.

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who attend

Feedback about children's learning is shared with parents on a daily basis. The childminder involves them in activities by asking them to help collect resources, such as jars for jam- making and elderflowers for cordial. She completes observations and assessments and by discussing the information with parents, she works with them to determine children's next steps. Information about children's learning is shared with the local pre-school and this ensures they enjoy continuity in their learning when the time comes for them to move on. The childminder is aware of her responsibility for completing the progress check at age two.

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

Most of the children in the setting are new to the childminder's care. They demonstrate they are already developing secure relationships by seeking her out for reassurance. They all appear to be happy and settled. They independently access resources and because their time in the setting is primarily child-led, they can choose their favourite activities. They are confident around visitors and they demonstrate that they are comfortable by chatting about their learning experiences. Children visit the setting with their parents and short settling-in sessions help to smooth transition, providing some continuity in their care. The childminder attends a number of different playgroups, this helps children who are moving on to the local pre-school to build appropriate relationships with their peers. This means when they move on to the next stage of their learning they are already confident in their peer group. Partnerships with other childminders and the local pre-school make sure

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

information, essential to the well-being of children who experience care in more than one setting, is shared with key persons.

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

Children who attend the setting are from a diverse cultural community. They develop their understanding of equality and diversity through everyday discussions and adult-led topics. For example, the childminder is using the school topic of 'black history' to promote children's understanding of culture and diversity. She shares the activity with parents by asking them to share recipes from their home countries. Children learn to weave using brightly coloured ribbons. For the younger children they discuss the different kinds of animals that live in hot countries and how those countries are different to the one they live in. Through effective teaching they are learning to understand why we all have different needs, such as why some children might use a wheelchair. Children are learning to tolerate each other's differences and this helps to prepare them for the larger social environment of school. The children in the setting behave well because clear, simple

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

explanations, appropriate to their stage of development, support their growing understanding of right and wrong. The childminder works with parents to ensure her behaviour management strategies are consistent with those they use at home, so that children are not confused by mixed messages.

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

Children enjoy outdoor play in all weathers, in the garden and during visits in the local area, such as the local park. They develop their physical skills and learn how their bodies benefit from healthy exercise. For example, by using a variety of large and small resources, including ride on toys and climbing equipment. They regularly visit the allotment where they learn about growth and change by caring for and monitoring the progress of fruit and vegetables. Children benefit from a range of healthy, balanced home- cooked meals. Menus are shared with parents and they can contribute by making suggestions. Children also choose from a variety of healthy snacks and drinks. The childminder does not fully promote their growing independence because children are not encouraged to serve themselves with snacks or pour their own drinks. This means when they move onto the local pre-school, they are not fully independent in helping themselves

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

during everyday routines. However, they learn personal hygiene and how to dress themselves through practical routines. As a result, they can attend to their personal self- care needs when they move onto the next stage in their learning.

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

The childminder teaches children to stay safe by encouraging them to risk assess for themselves, for example, she helps them to understand when it is safe to run and when they should walk. The childminder completes risk assessments for the premises and for trips the children attend, thus ensuring any hazards are identified and children's safety is maintained.

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provision

This inspection was brought forward by Ofsted due to a history of concerns raised about various aspects of the operation of the setting. The childminder has met previous enforcement action and continues to meet the needs of all children. However, information and records that should be made available during an inspection are not kept on the childminding premises and as a result, could not be reviewed. This means the childminder is not meeting all of the legal requirements of the Statutory framework for the Early Years Foundation Stage. Nevertheless, through questioning, the childminder demonstrated that she is keeping appropriate records.

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provision

The childminder has completed advanced safeguarding training to develop her knowledge of child protection issues. She has a thorough understanding of her responsibilities for ensuring children are kept safe at all times. She is also knowledgeable about procedures for notifying Ofsted of significant events. Children's attendance, including when they arrive and leave, is recorded. The childminder support parents' understanding of her practice by providing them with copies of the policies and procedures, so they are clear about the service she provides. The childminder completes risk assessments and this ensures any hazards are identified and action is taken to address them. The childminder holds a current first aid certificate, which means that she can give appropriate treatment if there is an accident to a child in their care.

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provision

The childminder has an appropriate knowledge of the learning and development requirements. She evaluates the educational programmes she offers to ensure children's experiences offer them challenge and help them to maintain steady progress across all areas of learning and development. Ongoing assessment ensures their learning needs are identified. Established partnerships with the local pre-school and other early years providers ensures information about children's learning is shared. As a result, they enjoy continuity when they move on.

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provision

The childminder demonstrates a good commitment to driving improvement and raising the standards of her provision, by developing her knowledge and skills. She is currently working towards a level 3 qualification. She shares good practice with other childminders through her attendance at playgroups and a childminding support group. She has identified some areas for improvement in her practice and is taking action to address weaknesses. For example, she is reviewing how she can manage her time effectively to ensure children are given more time to enjoy learning experiences. The childminder works with the local authority childcare coordinator to identify weaknesses in her practice. She seeks parent's views through daily discussions and works with her co-childminder when evaluating changes to her practice. As a result, the service she provides reflects their views.

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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 EY395979 Local authority Sheffield Inspection number 935811 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 7

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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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