Childminder in Rotherham

Inspection date

Previous inspection date 12/12/2013 19/06/2009

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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

 The childminder skilfully uses child-initiated activities to support children in making good progress. Therefore, they learn through the things they enjoy and this means they are happy, engaged and enthusiastic learners.  The children have good relationships with the childminder. She knows them well because she effectively uses settling-in visits and discussions with parents to support children's transitions from home. Therefore, she meets their needs and this provides emotional security for them.  Through good supervision, working well with her co-childminder, safety checks and policies and procedures, the childminder provides a safe and healthy learning environment for children to learn.  The childminder makes good use of training to explore ways to improve her practice and provision for children.

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It is not yet outstanding because

 Ways to engage all parents in their child's learning are not always highly successful. Therefore, planning for children's exceptional learning is not always including information from parents.  Information sharing with some settings children attend are not of a consistently high standard. Therefore, when planning continuity in children's learning it is not always based on precise and accurate assessments of what others know about their progress.

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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 had a tour of the premises and observed children playing indoors.

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Inspection activities

 The inspector spoke with the childminder, co-childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning records, a selection of policies and procedures and discussed planning for children and arrangements for self- evaluation.

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Inspection activities

 The inspector took account of the views of parents through discussions with the childminder.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, others working with children and household members.

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Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, also a registered childminder in Wickersley, Rotherham. The whole of the ground floor and garden are used for childminding. The family has a dog and cat as pets.

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Information about the setting

The childminder visits the shops, parks and other places of interest with children on a regular basis. She collects children from the local schools, nursery and pre-schools.

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Information about the setting

There are currently 18 children on roll between both childminders, of these, seven are in the early years age group and they attend for a variety of sessions. She 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:

 strive towards establishing highly successful strategies to engage all parents in their child's learning. For example, by exploring ways to enhance information sharing with parents about children's next steps and learning at home to ensure when planning high expectations for children's progress it successfully involves all parents

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

 strengthen communication with all settings children attend, such as school and/or nursery. For instance, by ensuring relationships and information sharing makes an exceptional and consistently strong contribution to ensuring assessments are accurate and precise to promote continuity when planning children's learning.

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who attend

The childminder effectively supports children in making good progress in their learning and readiness for school. This is because she understands how young children learn and develop through play and good quality teaching practices. Therefore, she provides a wide range of activities and experiences across all areas of learning. She organises her resources and activities around the home so that children make safe and independent choices in their play. This results in children being confident to suggest activities and means they approach their play with enthusiasm. Through her observations, the childminder has a good understanding of children's skills, abilities and learning needs. She monitors and tracks children's progress and this means she has a good awareness of their next steps in learning. Therefore, during child-initiated and planned activities she skilfully encourages, questions and supports their progression. For example, when children choose

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who attend

to draw, she uses a wide range of open-ended questions to encourage children to talk about their pictures. As a result, children engage easily in conversations, explaining their drawings are pictures from a familiar story. In addition, they enjoy making marks, including attempting to write their name. This effective teaching, positive interactions and involvement in children's play, effectively supports children's progress in communication, language and literacy. In addition, when children freely choose to cut, the childminder encourages them to fold the paper, cut out shapes and make patterns. This supports children's development in mathematics. She regularly reviews her progress records to ensure children experience activities across all areas of learning. This means children make good progress and ensures they acquire the skills needed for their future learning, such as starting school. For example, children are confident speakers; they mix well with

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who attend

their peers and show an eagerness to develop their pre-writing skills through their drawings.

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who attend

The childminder is actively involved in children's play and because of this she encourages them to try new things and to have a go at tasks. This effective teaching encourages children to be active learners. For example, when children ask to play with the train, she encourages them to build the track themselves, so that they can independently work out how to fix the pieces together. Through outings, such as walks to the park, children talk about changes in the weather, seasons and their community. This fosters children's development in understanding the world. The children have good opportunities to express their own ideas, be creative and imaginative. For example, they enjoy singing and dancing and when playing with the tea set they use their imagination. For example, they say they are having a tea party, and make spaghetti, jam, and cups of tea for their peers and adults. In addition, through their artwork, they express their own ideas, such as drawing

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who attend

their own interpretation of a caterpillar. These experiences successfully promote children's development in expressive arts and design.

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who attend

The childminder has good relationships with the parents. Overall, she shares good information with them about their child's day, behaviour and needs. This promotes continuity in children's care. In addition, her written policies and procedures provide good information for parents about the service provided for children. Although the childminder shares her progress records and attempts to discuss with parents children's progress and next steps, these strategies are not always highly successful in engaging all parents in their child's learning. For example, she is not always successful in encouraging all parents to share information about what children are learning at home. Therefore, when planning excellence in children's already good learning and readiness for school, she is not always reflecting parents' account of children's progress in her plans.

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

The children have good relationships with the childminder. She knows them well because she gathers relevant information about their needs and progress through settling-in visits, discussions with parents and completing relevant documentation. This contributes to effectively promoting continuity in children's care and means the transition from home to the setting is a smooth experience for children. These positive relationships, good information sharing about children's starting points and needs, results in children having secure bonds and attachments with the childminder. Therefore, children are happy and because the childminder meets their needs, they feel safe and emotionally secure in her care. This contributes to effectively supporting children's progress in their personal, social and emotional development. In addition, because the childminder supports children's emotional well-being, children are confident and independent. This supports their future

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

learning, such as starting school, because they have the self-assurance to embrace change.

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

The childminder manages children's behaviour well, for example, she makes good use of praise to celebrate children's achievements. For instance, she lets children know how pleased she is when they remember the caterpillar story. This means children have high self-esteem and confidence in their own abilities. The childminder is a positive role model for children and she provides consistent boundaries and routines. Therefore, children know what she expects of them and this results in children behaving well. She encourages children to share, take turns and play together, for example, when playing with the trains and houses. This fosters positive relationships between the children. The children are developing a good understanding about safe boundaries and ways in which they can keep themselves safe. For example, the childminder organises her resources so that children make safe and independent choices in their play. In addition, she involves them in fire

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

evacuation practices and they routinely adhere to good road safety practices on outings.

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

The children are developing a good understanding of the importance of leading a healthy lifestyle. For example, they have many opportunities to play outdoors and to engage in physical activity. Children enjoy riding bikes around the garden, jumping on the trampoline and playing at ball games. Through walks and playing outdoors, the children enjoy the benefits of being in the fresh air. In addition, children have good opportunities to use tools, such as scissors to develop their coordination and dexterity skills. These activities effectively support children's physical development. The childminder offers a flexible approach to managing meals, offering parents the choice of supplying food or preparing meals herself. Whichever option, she encourages children to make healthy choices and she talks to them about the benefits of eating well. The children have a secure understanding of effective health and hygiene practices. Children routinely and

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

independently wash their hands at appropriate times throughout the day. For example, before meals and after touching the family pets. This supports them in developing good self-care skills and an understanding of their personal care needs.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She frequently accesses safeguarding training to ensure she keeps up- to-date with child protection issues. Therefore, she has a good understanding and awareness of the potential signs of abuse and neglect. She fully understands her responsibilities in monitoring and reporting concerns to appropriate agencies. In addition, all adults living or working on the premises complete relevant suitability checks to ensure they are suitable to have contact with children. This contributes to protecting children from potential harm and risk. The learning environment for children is safe and clean. The childminder maintains this successfully because she supervises children's play and she completes risk assessments and safety checks. This means good precautions are in place

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provision

to minimise the risk of accidents. In addition, she works well with her co-childminder to ensure they maintain adult to child ratios when working together and alone. The childminder maintains and implements a wide range of policies and procedures. These contribute to her having a good understanding of her responsibilities in promoting and safeguarding children's welfare. For instance, her procedures include how she deals with concerns, manages accidents and administers medication. In addition, they include the safe and appropriate management of children's behaviour. For example, encouraging older children to think about their actions, therefore, ensuring their behaviour is not having a negative impact on the younger children.

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provision

The childminder's commitment to improving her service and provision for children is good. Through discussions with her co-childminder, children, parents and reflective practice, she identifies her strengths and areas to improve. For example, she monitors children's progress records to ensure she is effectively providing a good range of activities across all area of learning. In addition, by taking action to address the recommendations from her last inspection she promotes positive outcomes for children. For example, by implementing a lost child policy, parents are fully aware of how the childminder keeps children safe. In addition, by improving self-evaluation arrangements, the childminder regularly reviews and monitors her practice. The childminder accesses training and this contributes to promoting her professional development. For example, by completing planning and assessment training, she fully understands her role in supporting children's progress.

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provision

These training courses improve her personal effectiveness and children's achievements over time because she is continually developing her skills, knowledge and practice.

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provision

The childminder has good relationships with parents and overall, she keeps them informed about their child's day, progress and service. For example, she regularly discusses with them children's needs and works closely with them to promote consistency for children. For example, agreeing with parents any behaviour management strategies so that children receive clear and consistent messages. This promotes continuity in children's care. The childminder explains the parents are happy with her service, and that children and families still come to visit her many years after leaving her service. The childminder is developing some good relationships with other settings children attend. For example, with some private settings she shares and records her observations in a book that goes between both settings and parents. However, these good relationships and information sharing are not always of a high standard with some schools and nursery. Therefore, assessments are not

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provision

always precise and accurate because they are not including everyone involved in children's learning. Therefore, planning continuity to promote children's exceptional learning is not consistent across all settings. The childminder fully understands the importance of working with parents and external agencies if children need additional support in their 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 302880 Local authority Rotherham Inspection number 946719 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 18

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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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