Childminder in Rotherham

Inspection date

Previous inspection date 29/11/2013 Not Applicable

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early years provision

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

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This provision is good

 The childminder fully understands the arrangements for safeguarding and she is confident in her conviction that she will be able to implement them effectively. This ensures children are safeguarded.  The childminder's assessments of children's progress are accurate and precise. She clearly identifies children's next steps and plans very effectively for their individual learning needs. This ensures children continue to make good progress in all seven areas of learning.  The quality of teaching is good. The childminder has high expectations of children which is rooted in her knowledge and understanding of how children learn. As a result, children are very well prepared for their next stage in learning, such as school.  The childminder effectively monitors and reviews the quality of her provision. This ensures that any action taken will help children to continue to make good progress.

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It is not yet outstanding because

 There is scope to improve the already good systems that encourage parents to contribute to their children's learning.  There is scope to improve the opportunities to work with settings less reluctant to engage, in particular those where children spend more time.

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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 lounge and the outside learning environment.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and the childminder's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in the childminder's parent questionnaires.  The inspector carried out a joint observation and held discussions with children.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged six and two years in a house in Wickersley, near Rotherham. The whole of the ground floor and the front garden are used for childminding. The family has a hamster as a pet. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools.

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Information about the setting

There are currently two children on roll, both of whom 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.

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

 enhance the opportunities for parents to be more highly involved in their children's learning by securing their contributions on a more regular basis

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

 strengthen the partnerships with other settings where children spend more time by, for example, enhancing the opportunities to work more closely together.

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who attend

The childminder plans a very good balance of adult-led and child-initiated play activities that children find varied and interesting. As a result, children are motivated and develop a good disposition to learning. The systems to observe and assess children's progress enable the childminder to successfully plan for their next steps in learning. As a result, children make good progress in all seven areas of learning and this prepares them well for their next stage in learning, such as school. The childminder has developed strong working partnerships with parents who contribute to their children's initial assessment on entry to the setting and they are kept up-to-date with their children's progress. However, there is scope to improve the arrangements for parents to contribute to their children's ongoing assessments on a more regular basis.

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who attend

The quality of teaching is good. The childminder makes good use of open-ended questions and models 'thinking and doing' out loud. This illustrates that the childminder has a good understanding of how children learn through play. For example, as children explore a box of sand with hidden sea creatures she comments, 'I think this is like a beach, what can you find on the beach?' Children use their hands to dig through the sand, hold up a crab and say 'spider'. The childminder says 'yes it does look like a spider, but let's look again.' She brings in a book, talks about crabs and encourages children to look for an illustration of one. This helps children to learn and use the correct word. The childminder brings in numbers and counting as they count the number of crabs they have. She counts along with them as they randomly begin to count the number of coloured splash marks on the mat. As a result, children are extending their skills in communication and language, maths

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who attend

The childminder helps children enjoy their learning. She is enthusiastic as she sings a familiar rhyming song and uses sound, facial expressions and hand actions to enthuse children. They quickly become excited as they join in and repeat some of the actions and simple refrains. The childminder encourages children to talk about their siblings as they see a photograph of them. Children enjoy looking at their reflection and naming the different parts of their face. This helps children develop a sense of themselves as an individual and supports their personal, social and emotional development.

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

The childminder effectively promotes children's health and well-being. She teaches them how to be healthy through daily routines that promote physical activity, such as, walks and visits to local parks and play areas. The childminder teaches children how to manage their own personal care and hygiene and encourages younger children to become aware of their need for the toilet. The childminder has a monthly menu plan that is shared with parents, which demonstrates that she provides healthy options for meals and snacks, with milk and water to drink. As a result, children learn to eat and drink healthily.

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

Robust systems are in place to record accidents, injuries and medication that is administered with parent's written permission. This ensures children are safeguarded. The childminder implements an exclusion policy for children who are infectious. This helps to prevent the risk of cross-infection. The childminder teaches children how to keep safe through their daily routine and activities. For example, they learn to clear away resources to reduce the risk of trip hazards, talk about road safety and stranger danger. This helps children behave in ways that are safe for themselves and others. The childminder has high expectations for good behaviour. She provides a variety of opportunities for children to socialise and cooperate with others. As a result, children are well behaved and learn to work together. This helps to prepare children for their move into their next learning environment, such as school.

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

The childminder quickly establishes a close working relationship with parents. This begins when she encourages parents to visit with their children for varying lengths of time to help children before their first day. The childminder makes good use of these visits to obtain detailed information about children's individual care needs, home routines and what children can do on entry to the setting. As a result, the onward transition from home into the setting is very well managed and children settle quickly. Children show through their body language that they have built a trusting relationship with the childminder. They seek out the childminder for reassurance and support and independently select resources as they explore the environment. This shows children feel safe.

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provision

The childminder demonstrates a very good understanding of child protection and she is confident in her ability to implement procedures effectively in order to protect children. All required documentation is in place. Robust risk assessments clearly identify possible hazards and the action taken to reduce any risks to children indoors, outdoors and during outings. This ensures children are safeguarded.

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provision

The childminder is committed to continued improvement and constantly reviews the quality of her environment and its impact on children's care and learning. She receives lots of feedback from parents verbally and through their children's daily diary. This encourages parents to be involved in the evaluation of the care and learning she provides. Their comments are very positive about the progress their children are making and how much they have settled. The childminder has gradually developed a robust system that enables her to analyse children's progress and plan very effectively for their next steps in learning.

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provision

The childminder has actively encouraged other settings children spend more time at, to share information about the progress they are making. However, there remains scope to improve these partnerships to make them more highly effective. The childminder is aware of her responsibility to liaise closely with a wide range of professionals and work with them in order to support children and their families should they need it. The childminder understands the importance of carrying out the progress check at age two to assure early intervention if necessary. Consequently, any gaps in learning will be quickly identified and children will be well prepared for their next stage in learning, such as school.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY460978 Local authority Rotherham Inspection number 921169 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 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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