Childminder in Doncaster

Inspection date

Previous inspection date 17/03/2014 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder has warm relationships with children. Their needs are met and so they feel secure and enjoy her company.  The childminder demonstrates a suitable understanding of how to keep children safe, and this means children are appropriately protected.  The childminder has begun to evaluate her practice and gathers feedback from parents in order to satisfactorily drive improvement.

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It is not yet good because

 The childminder does not always recognise when children are ready to be challenged further, and this means sometimes educational programmes are not tailored to offer them challenges that help them to make strong progress across all areas of learning.  Children are not fully supported in developing their understanding of good hygiene practices.  The childminder does not obtain written parental permission for children to take part in outings.  The two-way flow of information between parents and the childminder is not robust enough to encourage all parents to share what they know their child can do at home.

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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 main playroom and the outside learning environment.  The inspector discussed 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, the childminder's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of a grandparent spoken to on the day and from information included in the childminder's own parent survey.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged 10 and seven years in the Sprotbrough area of Doncaster. The whole ground floor of the house and the rear garden are used for childminding. The family has fish and gerbils as pets.

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Information about the setting

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. There are currently seven children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 6.30am to 6pm, Monday to Friday, except Bank Holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

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must:

 obtain written permission from parents for children to take part in outings

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must:

 develop knowledge and understanding of how children learn in order to identify when children are ready to be challenged further, and consistently provide them with tailored educational programmes that offer them age-appropriate challenges and provide them with activities to promote children's good progress.

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

 strengthen the partnerships with parents by promoting an ongoing dialogue or sharing of regular two-way observations of learning with parents, and use this shared knowledge and understanding to plan together and think through ideas of how to move the child forward

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

 improve care routines to ensure they are embedded so that children develop their understanding of good hygiene practices, such as hand washing.

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who attend

The childminder provides a friendly, welcoming environment for young children. She holds an early years qualification at level 3 and this means she has an appropriate knowledge of the Early Years Foundation Stage learning and development requirements. She offers children a suitable balance of adult-led educational programmes and child-led play activities that incorporate the seven areas of learning. For example, children develop their counting skills and begin to understand early mathematical concepts of shape and colour while making patterns with small toys. They develop an understanding of self-image during an activity where they identify different parts of their body and examine the differences in their eye and hair colour. They learn how to use small tools during creative activities when they use scissors to cut pictures out of paper. This helps them to develop the physical skills they will need in school as they begin to form letters and words when

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who attend

The childminder does not demonstrate in her teaching a secure understanding of how children learn. This means she misses lots of opportunities to question them and help them extend their thinking. For example, they draw mouths with big teeth to complete their display of facial features, but she does not help them to make links between how they keep their teeth healthy and when they visit the dentist. As a result, she does not fully support them in sharing their ideas or making connections between different aspects of their learning. In addition to this, she does not always recognise when they are ready to be challenged further and the activities provided are often too easy for them. This means educational programmes do not always differentiate to take into account the individual skills children have already attained. As a result, they do not fully support them in achieving the next steps set for them. Nevertheless, children have access to a range of

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who attend

resources that allow them to make choices about their play, and observations of children's learning show that, overall, they are meeting the expected milestones for their age.

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who attend

In most instances, the childminder works in partnership with parents and shares information with them about their children's learning and the activities they enjoy. She has completed the required progress check at age two for relevant children and these have been shared with some parents. Grandparents spoken to during the inspection feel they are kept well informed about children's progress through daily discussions. Learning records are available for them to view and the childminder shares information about activities with them. She obtains starting points from parents and this means she is aware of the skills children have already acquired when they enter her care. The childminder uses current guidance documents to assess children's progress in learning and she uses her observations to inform planning. However, the childminder does not encourage all parents to share information about their child's ongoing learning at home to enhance the

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who attend

shared approach so that children make the best possible progress.

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

The childminder forms warm and responsive relationships with children. They enjoy her company and are happy and settled because their needs are met. Parents discuss their children's health and their familiar care routines at enrolment, and are offered flexible settling-in sessions. This helps the childminder to get to know children and they form strong bonds and attachments. Children are encouraged to risk assess for themselves and, as a result, they are developing a good understanding of how to keep themselves safe. For example, they are taught to use small tools, such as scissors, carefully and they learn to identify hazards while enjoying trips to places of interest. They are supervised appropriately and this means they can enjoy independent play and some degree of freedom. Records of accidents and incidents are kept to ensure children's safety is maintained.

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

Children can freely access the outdoor area in all weathers. The childminder provides children with a range of resources suitable to the different age groups she cares for and this means they can develop their physical skills while learning how exercise promotes their health and well-being. For example, they use hoops for spinning and test their skills on the climbing frame. Children enjoy trips to soft play centres where they can test their skills on large equipment. Their learning is extended into the wider natural environment when they participate in walks in the local area where they have space to explore their natural surroundings. Children in the childminder's care live in a varied cultural community. Discussions about the people they see in the community and activities, such as stories, help them to develop their understanding of equality and diversity. They attend playgroups where they are beginning to develop peer relationships in larger social groups,

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

and this helps to prepare them for the diverse social environment they will experience in school.

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

Children's behaviour is managed well and by using simple, age-appropriate explanations the childminder teaches them to understand the needs of others. For example, they are encouraged to share and take turns and, as a result, they are developing a suitable understanding of right and wrong. When children enter the childminder's care, short settling-in sessions help provide some continuity in their care. She gathers information from parents about their child so their needs are met. The childminder gets to know children and they form strong bonds and attachments. They show they are confident and self-assured as they share learning experiences with visitors. Daily diaries keep parents informed about children's care routines, and this means they are reassured that their children are happy. Children can choose from an appropriate variety of healthy, balanced meals and snacks, and this helps them to make choices about the food they eat. Overall,

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

they receive suitable levels of support to prepare them for transition into school. Daily routines, such as putting on their coats and shoes, familiarise them with the routines they will experience in school and help them to become independent in their self-care. They learn about personal hygiene through everyday practices. However, routines, such as hand washing, are not sufficiently embedded. For example, children sometimes do not wash their hands after using the potty and this means their understanding of good hygiene practices is not fully supported.

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provision

The childminder has attended safeguarding training to develop her knowledge of how to keep children safe and she has a suitable understanding of child protection issues. She is aware of her responsibility to make sure children are kept safe at all times and procedures are in place to protect them. Identification of visitors is checked. A register of the children's attendance, including times they arrive and leave, is in place and this means required ratios are adhered to. Risk assessments are in place to ensure children are kept safe both on the premises and during trips. The childminder holds a current first aid certificate, which means she can give appropriate treatment if there is an accident to a child in her care. However, she does not obtain written parental consent for children to take part in outings. This is a breach of requirements of the Early Years Register.

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provision

The childminder has a suitable knowledge of the learning and development requirements and she understands her responsibility for developing educational programmes that offer children challenge and promote their continuing progress. However, she does not fully understand how children learn in order to plan for the next steps in children's learning. There are systems in place for tracking children's progress across the seven areas of learning, and documents show that most children are making steady progress in their development.

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provision

The childminder has begun to evaluate her practice and she seeks the views of parents through questionnaires that show they are happy with the service she provides. She is working on the building of partnerships with parents and, in most instances, relationships are suitable to ensure information is shared so that children's needs are met. The childminder works with the local authority childcare development team to evaluate her provision and she is beginning to identify strengths and areas for improvement. In discussion, she demonstrates that she understands where the weaknesses are in her practice. She is keen to improve her teaching skills to benefit the children she cares for. The childminder supports parents' understanding of her practice by sharing essential policies and procedures with them, for example, safeguarding and how to make a complaint. She understands the importance of sharing information with other providers

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provision

where children attend in order to promote continuity in children's care and 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 EY465631 Local authority Doncaster Inspection number 937494 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 7

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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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