Childminder in Sheffield

Inspection date

Previous inspection date 24/02/2014 13/01/2012

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early years provision

This inspection: 2 Previous inspection: 3 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 has a robust knowledge and understanding of how to observe and assess children's progress and a good awareness of how young children learn. This means that children make good progress through her effective teaching.  Close relationships and attachments with the childminder ensure children are happy and secure and, as a result, they are fully involved and confident with her.  The childminder makes strong use of the local area and amenities to support children's social skills, communication and physical development.  The safeguarding and welfare requirements are fully understood by the childminder through a range of policies and procedures, which are embedded in the children's daily routine to ensure they stay safe.  The childminder has good relationships with parents. As a result of the effective communication, continuity in children's learning and care is assured.

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It is not yet outstanding because

 The written records of children's development are not fully beneficial to the childminder in assisting her to monitor and track children's progress, as some records are not dated or dates of completion are generalised.

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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 the childminder engage in a range of indoor learning activities with the children.  The inspector held discussions with the childminder and children.  The inspector completed a joint observation with the childminder.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and the suitability of other adults in the home.

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Inspection activities

 The inspector sampled a range of policies, procedures, records and developmental files.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 14 years and nine weeks in Beighton, Sheffield. The whole ground floor of the house and the upstairs bathroom are used for childminding. The family has three dogs and a gecko.

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Information about the setting

The childminder attends local children's groups and undertakes outings on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, of whom two are in the early years age group. Children 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.

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

 enhance the monitoring of children's progress further, for example, by accurately dating observations and assessments of children's development.

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who attend

Children develop a positive attitude to learning because the childminder has a strong knowledge of each child. She has a good understanding of children's capabilities and demonstrates through discussion that she has accurate knowledge of each child's individual development. The childminder confidently assesses each child's next steps to aid their progress. This makes sure that children are making good progress towards the early learning goals and develop strong skills for their future learning, such as moving on to nursery or school. This is supported as the childminder completes developmental 'trackers' on children and assessment records, which aids the monitoring of their progress. There is room to develop her written records further, to aid clarity and assist her to monitor children's development, as the dates of the recordings are not in place or are generalised. In addition, she completes a termly summary of progress, which is shared with parents.

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who attend

The childminder is alert about completing the progress check at age two, when appropriate. Activities place a strong focus on the prime and specific areas of learning. The childminder provides an effective mix of planned and child-initiated activities. These provide an enjoyable learning environment that visits all of the seven areas of learning. The quality of teaching is good. The childminder is skilled in promoting the effective characteristics of learning in her practice. She interacts well with the children and gets them to think and experiment. For example, when children choose small construction bricks she encourages them to build a 'red car' and children seek out the bricks. They are challenged to find and put together the right size wheels for the car. The childminder gets them to consider if they need small or large wheels and to compare the different sizes of the wheels. When children select a small character and wish to transform it into another

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who attend

character, the childminder and children closely inspect how they can do this. In addition, the childminder positively supports the children to build the character themselves and assist each other to complete the transformation. This means she is confident about encouraging and extending children's learning, providing challenge and getting them to think critically about the activities. Consequently, support of children's learning and development is effective.

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who attend

Children's communication and language are promoted well as the childminder holds conversations with them. She asks open-ended questions, encouraging children to join in conversations and build their confidence. For example, children eagerly talk about their siblings after the childminder invites them to share who lives at their home, after speaking about who lives with her. Children are creative and imaginative learners and this supports their development in expressive arts and design. This is promoted by the many varied experiences they have when they visit children's groups and complete activities in the home. For example, activities in the home include bracelet making and marble printing. The childminder extends children's learning effectively as when they use the marble paint she highlights that the colours meld into one another. The childminder states it looks like peacock feathers. This leads the children to talk about different animals and birds. Older

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who attend

children identify different plumages for male and female birds. Children's creativity and learning are enhanced by the many different activities they enjoy at children's group and activity centres. Outings are major focus of developing children's learning and to aid their development. In particular, during school holidays, the children visit museums and enjoy activity days, such as science days. All children regularly visit children's groups, the local shops and area. Therefore, their learning is extended and they learn to interact with others, which also aids them when attending school. In addition, to make sure all children gain a positive experience from an outing, the childminder carefully considers what the outing provides for the different ages and development needs of the children attending.

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who attend

All children are encouraged to develop a love of books as the childminder has a good selection, which are freely available. They visit the library to extend their interest. Early writing skills are positively encouraged as the children have many opportunities to practise these and writing resources are always available. Children's awareness and understanding of the wider world are promoted well. They have access to a variety of resources and activities which promote positive images of diversity. They also celebrate national and international celebrations, which are enhanced by art and craft activities. Parents are kept promptly and accurately informed by the childminder about their child's development as she provides daily information through diaries for younger children, she holds daily discussions with them and updates them by text. Parents are also able to provide their own comments in their child's development files. All this is an effective two-way process as

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who attend

parents share their own observations of their child's progress. Therefore, parents know and are involved well in the progress their child is making and clearly know the day's events. The childminder also uses this to support parents to continue learning at home.

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

Children's well-being is enhanced as they form secure emotional attachments with the childminder and are happy and secure in her company. They are confident and settle well in her care. The childminder gathers good information from parents about their child to ensure their needs are effectively met. This supports children's well-being effectively and promotes smooth transitions for children into her care. Older children are prepared well emotionally for school, as the childminder teaches them what to expect. She has established good links with school in relation to assuring children's good self-esteem and the continuity of care.

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

The childminder values all children. They develop a sense of responsibility as they respond to her consistent behaviour rules. All children are learning to be responsible as they tidy away activities. They fully understand they do this to make sure they have enough space for a new activity and do not hurt themselves or break the toys by leaving them on the floor. Children easily recollect why some behaviour is unacceptable and respond positively to her reminders to be gentle, kind and considerate of others. Children behave well and the childminder tailors her behaviour management to take account of their ages and stages of development. Their self-esteem and confidence in their abilities is supported because the childminder regularly praises their behaviour and efforts. In addition, they gain a sense of independence and self-worth as they self-select activities. The childminder provides good opportunities for children to mix and socialise as they enjoy going to local

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

children's groups and places of interest, including museums. Here they interact with other children and different people and undertake a variety of activities and experiences. This contributes to children developing relationships with their peers and they begin to understand and celebrate diversity. Children learn about other cultures, the community and people through planned and spontaneous discussion and activities.

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

The childminder provides strong routines and activities so that children learn about being healthy. Food-related activities encourage children to learn about healthy eating. For example, they talk about healthy eating and different ingredients as they make their own pizza for tea. Physical skills and exploration are well promoted as children have daily opportunities to walk in the area and they readily visit local parks and children's groups. Children learn to take risks safely as they use the large adventure equipment and practice with tools, such as scissors. Children are learning how to manage their own safety as they respond to the childminder's robust rules and guidance. For example, they readily recall that they must sit still when eating or they may choke and they do not stand on chairs as they may fall off.

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provision

The childminder understands her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She implements these appropriately to promote children's safety and well-being. The childminder fully understands what she must do if she has any concerns about a child's welfare, including who to report any concerns to. The childminder has ensured that checks have been carried out on all adults in her family to ensure they are suitable to be in close contact with children. All required documents are in place. In addition, the childminder has a varied range of record-keeping routines and written policies and procedures established to support children's safety and the smooth operation and management of her setting. Currently, she is in the process of reorganising her paperwork to make sure it is fully up to date, therefore ensuring continuity of children's care and the effective monitoring of her

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provision

provision. Children are kept safe as the childminder completes written and visual checks of her home to support children's safety and well-being. For example, she keeps medication the other side of safety gates and moves up high for extra safety. The childminder is strongly alert to ensuring she supervises the children at all times, both in the home, for example, by using safety gates, and on outings, including when children are in the pushchair and when visiting shops.

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provision

The childminder and parents discuss and share information to make sure they work well together to meet children's learning and care needs. As part of her monitoring of children's progress, achievements and next steps, she holds frequent conversations with parents and regularly exchanges written information. The information gained is used well to provide her and parents with a clear picture about the learning and development of each child. All parents receive their child's development file when they leave the setting. Parents also have access to information about the Early Years Foundation Stage and the childminder's policy and procedures. The childminder has formed links with other providers of early years settings, which shows she understands the benefits of effective information sharing between partners.

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provision

The childminder demonstrates a positive attitude and commitment towards training and personal development. She meets regularly with other local childminders, which helps to keep her informed and aware of current professional working practice. The childminder evaluates her provision for children's learning and is reflective about her practice. Since the last inspection the childminder has completed the recommendations set appropriately. The childminder takes into account the views of parents and children. As a consequence, they have opportunities to contribute to change. All of this means that the continuous improvement of the childminder's service is ongoing and the children's learning and continuity of care is assured.

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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 EY430442 Local authority Sheffield Inspection number 954467 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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