Childminder in Sheffield

Inspection date

Previous inspection date 14/11/2013 03/08/2009

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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

 Very strong partnerships with parents means that detailed information is shared with them about their children's learning and as a result, they are very well supported in promoting their children's learning at home.  Children make rapid progress in their learning because activities are stimulating, take account of children's interests and provide them with challenges that help them to attain the next steps in their development.  The childminder has a thorough understanding of their responsibilities for safeguarding children. As a result, children's safety and well-being is given utmost priority at all times.  Continuous evaluation of the provision that involves all of the setting's users means areas for improvement are identified and swift action is taken. As a result, the childminder ensures the service he provides meets their needs.

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It is not yet outstanding because

 In some instances, the childminder does not give children time to work problems out for themselves before he completes a task for them and as a result, their critical thinking skills are not always promoted as fully as they could be.  On occasions, the childminder misses the opportunity to explore children's knowledge by using open-ended questioning and as a result, their ideas and knowledge are not always explored in as much details as they could be.

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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 two play rooms.  The inspector conducted a joint observation with the childminder.  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 of practitioners working with children, the provider's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day and from information included in the setting's own parent survey.

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Information about the setting

The childminder was registered in 2001 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife, who is also his co- childminder, in Sheffield. Children are cared for in a purpose built section on the ground floor of the house and two first floor bedrooms. Children have access to an enclosed outdoor play area.

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Information about the setting

The childminder collects children from the local schools. There are currently 14 children on roll, four of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round, from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. The family have one dog as a pet.

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

 enhance children's critical thinking skills by encouraging them to work things out for themselves before completing tasks for them

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

 increase the use of open-ended questions to engage children in discussion, so that their ideas and knowledge can be fully explored and they can share their learning experiences in more detail.

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who attend

The childminder has a thorough understanding of how children learn and this means he can provide children with a wide range of stimulating activities that spark their interest and promote their learning. For example, a child's interest in wheels and trains is promoted through small world play with vehicles. This is extended in the outdoor environment during walks when they look at different vehicles out in the street. Using the computer to find pictures of trains and printing them to colour in supports children's understanding of how technology can be used to follow their interests. Chosen jigsaw puzzles continue the theme depicting a builder's yard with a variety of different vehicles. On occasions, the childminder overlooks opportunities to use open-ended questioning to help children make connections in their learning. This means they do not, always, share their knowledge and ideas in as much detail as possible. For example, while building the

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who attend

puzzle the childminder does not fully explore children's knowledge, for example, by discussing where they might have seen the vehicles in the picture or what they might be used for.

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who attend

Children's understanding of technology is promoted through the use of programmable toys that help them to learn how sequences of actions achieve intended results, such as how pushing balls into a funnel produces music. They learn to solve problems and develop their critical thinking skills during planned activities. For example, during outdoor play in the local woods they build dens from branches and leaves and work out how they can put the branches together, so that they do not fall down. They solve problems during their play when they work out how to build a train track to ensure the trains can run along it smoothly. Sometimes, the childminder misses instances during children's spontaneous play when he could optimise their learning by giving them more time to solve problems for themselves before completing tasks for them. This means they do not, always, test their skills to address challenges. For example, he links the trains together when a child asks

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who attend

rather than encouraging the child to try and do it themselves.

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who attend

The childminder works closely with his co-childminder, to plan educational programmes that help children to prepare for the move to school. Adult-led activities focus on early literacy and mathematics and as a result, they are developing some of the skills they will need for their learning in school. Children's communication and language skills are promoted very well through lively rhymes, stories and everyday discussions. The childminder competently uses props and objects to support children's developing understanding of English. Basic words in sign language, such as 'food' and 'drink' support interactions with children who have difficulty communicating through spoken language. The childminder shares information with other professionals, such as teachers from the local school, to ensure the strategies he uses to help children learn, reflect those used in school. This ensures continuity in children's learning and as a result, children who come

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who attend

into the childminder's care below the expected targets for their age are making strong progress. Gaps for those children are quickly narrowing.

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who attend

The childminder works extremely hard to promote partnerships with parents. He works closely with them to find out about children's starting points, interests and their next steps in learning. A secure interactive system ensures parents are fully involved in their children's learning. Photographs and videos of their children enjoying activities are sent to them daily. Observations are uploaded regularly and they can access their children's learning records at any time. This helps them to understand how high quality teaching supports their children's swift progress towards the early learning goals. Parents use the system to share photographs, children's achievements and their learning experiences at home. This ensures information about children's learning is continually updated. By sharing information in this way the childminder can plan educational programmes that are designed to target the needs of individual children. Through electronic updates and daily

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who attend

discussions parents are kept informed about topics their children are enjoying, such as 'The naughty elf'. Activities are shared with them to help them promote their children's learning at home and this means children experience continuity in their learning.

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who attend

Information about children's learning is shared with other early years providers for children who experience shared care and this ensures children's ongoing development is effectively supported. Comprehensive records of children's learning are designed to ensure parents are easily able to track their progress. They are accessible for parents to view at all times and regular discussions with the childminder keep them informed about how their child is meeting the expected milestones for their age. The childminder has a very good understanding of where each child is in their development. This ensures children are provided with focused and developmentally appropriate educational programmes that offer them challenge and enhance their learning experiences because they reflect their preferences for learning. For example, an activity exploring pirates is adapted to include learning that captures the interest of all ages, including researching countries through

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who attend

maps, tasting fruits from around the world and inviting parents to 'walk the plank'.

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who attend

Established partnerships are in place with other early years providers and the local primary schools. Robust tracking and assessments of children's progress ensure information shared about children's learning is up to date and accurate. Working with his co- childminder, the childminder has completed the required 'progress checks at age two' and shared them with all relevant partners, thus ensuring children who might need early intervention are quickly identified. This ensures systems put in place to support them are timely and effective.

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

Children's safety and protection is given the highest priority without limiting their independent investigations. Children are very well-supervised and kept safe because the childminder is vigilant. In a recent incident while walking the childminder's dog in the woods, the childminder took swift and appropriate action to ensure children he cared for were kept safe at all times. Children enjoy outdoor play and learning in all weathers. They develop physical skills, while learning how exercise keeps them healthy. They explore growth and change by monitoring the progress of the fruit and vegetables they plant and they investigate how the natural world changes with the seasons. Through effective teaching he supports children's developing understanding of how to keep themselves safe. For example, he shows them which fungi are poisonous and which wild berries they can eat if a responsible adult is with them to advise them. Children are encouraged to risk

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

assess for themselves. They are taught to observe safety rules when playing near water and to look for hazards during walks to school.

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

Children who attend the childminder's setting come from a diverse cultural community and they develop their understanding of equality and diversity through a wide range of activities, including stories, role play and activities they enjoy in the community, such as cultural celebrations. Through effective teaching children begin to understand the needs of others and this is helping to prepare them for the larger social environment of school. Children are learning to understand that everyone is different and this is demonstrated by the strong peer relationships they have both with adults and each other. The childminder works in partnership with parents to strengthen boundaries for children who demonstrate unwelcome behaviour and this means children receive clear and consistent messages. Children are developing a thorough understanding of right and wrong and as a result, they behave very well.

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

Children demonstrate they have strong, secure attachments with the childminder. Children are caring and affectionate towards him and they regularly climb on to his knee to be cuddled. Children enjoy short introductory sessions with their parents, to help smooth transition into the childminder's care and this provides some continuity in their care. Parents are reassured during children's initial visits because photographs uploaded onto their interactive system and updates throughout the day keep them informed about their how their children are settling. Children in the childminder's care show confidence and self-assurance. Praise is used effectively to develop their self-esteem and as a result, they are confident to try new learning experiences. The support children receive to get them ready for transition into school is good. Children are taught to be independent in their self- care and this means they can attend to their own personal care needs when they move on

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

to school. The childminder takes children to the local school when he collects older children. As a result, they are well-prepared for the changes when the time comes for them to move on because they are familiar with the setting and some of the school routines.

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

Children enjoy a range of healthy snacks and drinks and have free access to fruit throughout the day. The childminder promotes healthy eating with children through cooking activities and everyday discussions and he shares ideas with parents about what to include in children's lunchboxes. This means children are beginning to understand why a healthy diet is important to their overall health and well-being.

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provision

The childminder has effective arrangements in place for safeguarding children both on the premises and while out on trips. The inspection took place following notification of an incident while children were out with the childminder walking his dog. The inspection found that the childminder is fully aware of his responsibilities for ensuring children are kept safe and took all the necessary steps to ensure children's safety was maintained at all times. The childminder informed parents and the relevant authorities. He reviewed his risk assessments to make sure any risks to children are minimised. The childminder has attended safeguarding training to develop his knowledge of how to keep children safe. Appropriate risk assessments are in place to ensure children are kept safe both on the premises and during trips and daily checks ensure the premises are free from hazards. The childminder holds a current first aid certificate, which means that he can give suitable

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provision

treatment if there is an accident to a child in his care. The premises are kept secure through the use of closed circuit television, which monitors the outside of the premises and records the arrival and departure of any visitors. Records of visitors are maintained. A register of children's attendance, including when they arrive and leave, is in place and this ensures ratios are adhered to.

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provision

The childminder works closely with his co-childminder to evaluate the setting and drive improvement. They have prioritised the building of partnerships with parents and regularly seek their views when considering changes to the service they provide. An efficient monitoring process facilitates an accurate assessment of strengths and weaknesses. Effective action has been taken to address previous recommendations, such as developing partnerships with other early years providers. To ensure high standards are sustained, all users of the setting are actively involved in evaluating the provision. The childminder is a member of the local authority 'Children Come First' network and his provision is monitored by them annually to ensure high standards are maintained. The childminder supports parent's understanding of his practice by sharing policies and procedures with them.

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provision

The childminder has a good understanding of the learning and development requirements. Through ongoing mentoring from his co-childminder weaknesses in his teaching are identified and addressed. As a result, he is continually building on the high level of skills he already has, such as using sign language to promote language development. The childminder reviews planned educational programmes to make certain they offer children challenge and promote their ongoing progress. As a result, all children are making rapid progress across all areas of learning.

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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 501517 Local authority Sheffield Inspection number 941708 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 14

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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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