Childminder in Rotherham

Inspection date

Previous inspection date 04/04/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The range of activities that the childminder provides an extremely stimulating range of activities which are geared towards children's individual interests. As a result, children demonstrate high levels of curiosity and make good progress in their learning and development.  Children are very relaxed in the care of the childminder. She values their contributions and actively encourages them to share their ideas. The childminder's positive interactions effectively promote their communication skills.  The quality of teaching is very good and results in precisely targeted learning which promotes children's learning. Furthermore, she skilfully incorporates mathematics and literacy into all areas of learning.  Children make independent choices in their play because the childminder effectively organises toys and resources, which motivates them to learn and develop their critical thinking skills.

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It is not yet outstanding because

 Children are not always provided with positive images of people with diverse physical characteristics, including disabilities, to support their understanding of difference.  There is scope to extend opportunities for parents to be able to share information about children's learning at home so the childminder can use this more regularly in her planning.

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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 taking place in the lounge, dining room and the childminder's garden.  The inspector viewed the areas of the premises used for childminding.

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Inspection activities

 The inspector took account of the views of written feedback in parental questionnaires.

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Inspection activities

 The inspector looked at children's observation and assessment records, and sampled other documentation.  The inspector carried out a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged seven and eight years, in the Maltby area of Rotherham. The whole of the ground floor of the childminder's house is used for childminding. There is an enclosed garden for outdoor play. The childminder collects children from the local school. The family has pet dog. The childminder attends a toddler group and activities at the local children's centre and she visits the shops and parks on a regular basis. There are currently 11 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 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 provide further ways for children to learn about others and differences, for example, to include the use positive images of all children including those with diverse physical characteristics, including disabilities

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

 enhance opportunities for parents to share information about their child's learning at home, and use this to further support planning to maximise children's progress.

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who attend

The childminder has a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. Teaching is very strong, with some aspects moving towards outstanding. This is because the childminder promotes learning through a highly effective balance of child-initiated and adult-led activities. Active learning takes place because the childminder models language, she provides narratives about what she is doing and uses open-ended questions which enable children to use their thinking skills. For example, as the childminder joins in a game of dominoes she encourages number recognition and asks children to share the pieces equally. This is extended as children count how many pieces they have left and due to the childminder's effective teaching strategies, children begin to use vocabulary involved in adding and subtracting. As a result, children are gaining a excellent range of skills to support their

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who attend

future learning, for example, when they move on to school. Individual learning journals are in place for children and these include photographic observations of children at play, planning and evaluations of activities. These are linked to the seven areas of learning and effectively used to identify the next steps in children's learning and development. Children show an interest in mathematics and literacy because the childminder offers an interesting and stimulating learning environment and guides their development through warm and positive interaction. She displays many signs, words, numerals, colours and shapes to allow children to view print in the environment and make connections in their learning. However, there are fewer photographs or resources which help children to learn that they have similarities and differences that connect them to and distinguish them from others.

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who attend

The childminder demonstrates an extremely good understanding of children's interests and provides them with a wide range of resources both indoors and outdoors. For example, a tactile area indoors which includes mini-beasts, pebbles and plant pots is extended further outdoors as children use a potting area and learn about natural habitats. The garden is well utilised and children have tremendous fun climbing trees and acting out they play fantasies after an outing to Sherwood Forest. Children also enjoy opportunities for role play and decide the 'cafe' is open and begin to discuss the menus. They use clipboards to write out the orders and ask the inspector what she would like. As children concentrate and write the order down, they state how much it will cost. This means that they begin to practise their early writing skills in meaningful contexts. Displays show how children have been using creative resources depicting spring time with chicks, flowers and

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who attend

chocolate eggs. They use play dough to make carrots and chocolate, which they wrap in cellophane as gifts. Consequently, this encourages children's engagement in their play, as they pretend and use objects to represent their experiences as they play.

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who attend

Overall, partnerships with parents are strong. The childminder clearly knows the children in her care well, she notes down any new developments she observes. The childminder uses daily diaries to keep parents well informed about what children have been doing during the day and includes photographs of them having fun. In addition, the children's learning journals are well documented and include 'wow' moments about achievements. Parents' share their views via questionnaires, they say that the childminder offers an 'excellent friendly service'. Another parent says that their child 'settled in quickly'. Currently, parents share information about children's learning at home through discussion or sometimes in the learning journals; the childminder uses this to then inform her planning and gain a broader view of children's learning. However, this is inconsistent and there is scope to build on strategies to strengthen parents' involvement in their children's

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who attend

learning. For example, by providing more effective ways for parents to share what children are learning at home and further encourage a shared approach to the children's development.

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

The childminder is warm and caring and children are settled and confident. The childminder invites parents to complete an 'All about me' booklet prior to children attending. This means that she is well informed about children's likes and dislikes, care routines and their achievements. Opportunities for a gradual settling in ensure a smooth transition between children's home and the childminder's care. Toys and resources are thoughtfully laid out and the childminder puts a lot of effort into the presentation, resulting in interesting child-friendly surroundings. Children are able to independently access what they choose to play with because toys are available at children's level. Children are happy and develop confidence and good attachments with the childminder.

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

Children are beginning to learn about healthy lifestyles because the childminder provides a good range of light meals, snacks and nutritious home cooked meals. Children demonstrate good self-care skills as they wash their hands before helping to prepare their own snacks and lunch. The childminder places a strong emphasis on being outdoors and makes good use of her garden for outdoor play. She understands the importance of physical exercise and fresh air and children enjoy visits to local parks and woods. Consequently, children benefit greatly from fresh air and exercise and are able to explore and investigate in different environments. Through the childminder's good role modelling and gentle reminders children learn to act in a safe manner. For example, she reinforces messages about safety throughout the day, such as informing children why they need to sit properly on the chair to avoid falling off.

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

The childminder provides familiar routines and gives children clear explanations, which help children to understand what is expected of them. She gets down to children's level when speaking to them, offers age-appropriate explanations and respects their choices. Children behave well because the childminder teaches them to share, take turns and negotiate as they play. This means that they are developing good social skills as they learn to cooperate. Children's social skills are further promoted as they attend local groups where they play with their peers and build relationships. As a result, their social and emotional development is supported well. The childminder also supports children's transitions to nursery and school. She shares documentation of children's learning and welfare to the other provisions children attend. Children also accompany older children to school, this helps to familiarise them with other settings that they will be attending in the

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare and the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. The childminder has a clear understanding of children's development stage across the prime and specific areas of learning. This enables her to provide activities which effectively support children to take the next steps in their learning. Records show that children are making good progress towards the early learning goals.

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provision

Comprehensive policies and procedures are in place, which the childminder implements throughout her practice and these are shared with parents. They are reviewed regularly to ensure that all information is accurate and in line with the latest guidelines. For example, the safeguarding policy includes the use of cameras and mobile phones. Children's safety is given priority as the childminder ensures her premises are secure. Daily checks of the premises ensure children play in a safe and clean home. Children are kept safe indoors and outdoors because the childminder carries out risk assessment to minimise potential hazards.

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provision

The childminder is committed to meeting children's individual needs. She is keen to provide the best quality care and learning for children and strives to continually improve her practice. The childminder is motivated, enthusiastic and continually reflects the activities and experiences she offers children. She liaises with other childminders to share ideas and look at ways to enhance her provision further. The childminder makes good use of local authority courses to extend her knowledge of early years and complement her provision. The childminder has established good links with other providers where children attend nursery or are in Reception class. This means that there is a shared and consistent approach to children's care and learning. The childminder has a good awareness of the requirement to work in partnership with other professionals where children have special educational needs and/or disabilities, should she be required to do so.

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provision

The childminder makes time to talk to parents each day as they drop off and collect their children, in order to update them about their child's day. Parents contribute to the childminder's self-evaluation document via questionnaires, demonstrating that she values their views in helping her to shape her service. Parents written comments about the childminder's service are very complimentary.

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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 EY446073 Local authority Rotherham Inspection number 895781 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 11

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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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