Childminder in Sheffield

Inspection date

Previous inspection date 03/03/2014 25/11/2009

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early years provision

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

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This provision requires improvement

 Children are happy. They access to a welcoming and stimulating playroom that provides them with sufficient opportunities to make safe and independent choices in their play. Therefore, they are eager to learn as they engage in activities they enjoy.  The childminder's relationships with children and parents are positive and she promotes continuity in children's care. She appropriately promotes children's health through outdoor experiences and healthy meals and snacks.  The childminder is vigilant in keeping children safe. Her risk assessments, supervision and sharing of her policies and procedures with her assistants means she appropriately safeguards and promotes children's welfare.

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It is not yet good because

 The childminder is not always using her observations and children's progress records to ensure she has a clear overview of their learning when identifying and planning for their next steps.  Strategies for involving parents in children's learning, especially during initial assessments are not robust. Therefore, assessments do not always accurately reflect what parents know about their child's learning at home.  Arrangements for monitoring and evaluation are not rigorous or frequent enough. Therefore, identified weaknesses are not prioritised or include the views of others to effectively promote children's achievements over time.

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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 and assistant at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning records, planning for children, a selection of policies and procedures and the childminder's arrangements for self-evaluation.  The inspector took account of the views of parents through letters.

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Inspection activities

 The inspector checked evidence of qualifications of the childminder, and suitability of the childminder, assistant and other household members.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and adult children in a detached house in Richmond, Sheffield. The whole of the ground floor, first floor master bedroom, spare bedroom, bathroom and rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops, park and other places of interest with children on a regular basis. She collects children from the local schools, nursery and pre-schools. The childminder works with assistants. There are currently nine children on roll, six of whom are in the early years age group and they attend for a variety of sessions. She operates all year round from 7.15am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 improve observation, monitoring and tracking of children's progress so that next steps are clearly identified and based on a secure overview of children's learning to ensure targeted, challenging and enjoyable experiences are planned to support their progress across all areas of learning.

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

 improve strategies for involving all parents in children's learning, especially on entry so that they contribute to children's initial assessments by sharing detailed information about their child's prior skills, knowledge and understanding in regard to their progress and development at home

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

 develop systems for promoting continuous improvement, for example, by enhancing monitoring and evaluation arrangements so that they include parents and children views and to ensure they are frequent enough to make sure any weaknesses identified are prioritised through targeted action plans to support children's achievements over time.

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who attend

Overall, the childminder has a sound understanding of how young children learn and develop. Therefore, she involves herself in children's play and her interactions with them are positive. For example, through asking some open-ended questions, she encourages children to think for themselves so that they become active learners. For instance, through questioning, when playing with the farm, children work out for themselves where the different labels go. Through her observations, the childminder has an appropriate awareness of children's abilities and likes. Therefore, she plans a varied range of activities around children's interests to support them in making steady progress in their learning and readiness for school. For example, she promotes children's language and communication skills through her positive interactions with them. For example, when looking at books and engaging in children's play, she encourages them to talk about their experiences and to

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who attend

ask questions. As a result, children are chatty and they easily engage in conversations. However, the quality of teaching is variable because observation, planning and assessment processes are not robust enough. The childminder uses her observations to track children's progress across all areas of learning and to identify some next steps to promote children's progression. However, she is not always using her tracking information to look at children's next steps as whole; she tends to plan for their learning from isolated observations. Therefore, when identifying and prioritising children's next steps she is not always planning challenging, enjoyable experiences based on a secure overview of children's learning needs across all areas of learning.

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who attend

Although the childminder may not always focus on children's next steps when planning for their learning, she does ensure she provides a varied range of activities and experiences for them. For example, children have access to a designated playroom that is welcoming and offers a range of stimulating activities. Organisation of resources within the playroom supports children in making safe and independent choices in their play. Therefore, children approach their learning with excitement, they are eager to learn because they can play with activities they enjoy. The childminder sufficiently promotes children development in understanding the world. For example, she takes children on regular outings, so that they experience the natural environment. In addition, children enjoy going on mini-beast hunts, planting and growing activities and through activities and books, they talk about differences. This supports children in learning about nature and encourages them to have

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who attend

positive impressions towards all people who live in society. Children enjoy looking at books and taking part in drawing activities, such as chalking outdoors. These activities support children's early literacy development and their readiness for school. The childminder appropriately promotes children's progress in mathematics. For example, children talk about number; they count the animals in the farm and sort the different animals into groups. In addition, through activities, such as sand and water play, children learn about volume, size and measure. Children are creative and imaginative learners. They enjoy role play, such as playing with the farm animals and dressing up and they engage in a varied range of art and craft activities. These activities foster children's development in expressive arts and design.

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who attend

The childminder has positive relationships with parents. She regularly discusses with them children's progress and they have free access to their child's records at any time. Overall, this means they receive some information to enable them to extend their child's learning at home. However, because identification of children's next steps are not robust, there are opportunities to improve the information provided for parents. Therefore, contributing to supporting children in making better than satisfactory progress in their learning. Through daily sheets for young children and discussions, the childminder ensures parents know what children activities children are experiencing while in her care.

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

The children have positive relationships with the childminder and assistants. In addition, children enjoy spending time with other family members. For example, they like having their breakfast with the childminder and her partner. The children are happy and they feel safe and secure in the childminder's care. This is because when settling children, the childminder gradually builds up the time children stay without their parents. This means they are able to familiarise themselves with their new surroundings. Furthermore, through discussions with parents and completing 'All about me' and 'record of children's individual needs' forms, she is aware of children's routines, care arrangements and independence skills. She incorporates children's individual routines into the day, such as their sleeping patterns and this promotes continuity for children. Therefore, the transition from home provides security for children and this means they feel emotionally secure. However, the

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

childminder is not always gathering comprehensive information from parents about children's starting points in regard to their learning and progress at home. Therefore, the childminder's initial assessments are not precise and accurate when supporting them in making good progress in their learning. Through providing a smooth transition from home, secure bonds with children and promoting continuity, the childminder promotes children's personal, social and emotional development. This supports children as they embark on new challenges, such as starting school. This is because they gain confidence in managing change. The childminder supports this further by taking children to groups, where they have opportunities to mix and play socially with other children.

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

The childminder appropriately promotes children health. She provides healthy meals and snacks and she talks to children about the choices they make, such as the impact of eating too many biscuits. Through regular routines, such as hand washing, the children are learning about their own personal care needs, health and hygiene. For example, children know they need to wash their hands because germs make them ill. In addition, through cleaning routines and adhering to appropriate food standard procedures, the childminder minimises the risk of illness and infection. Through walks, outings, playing in the garden and visiting the park, children spend time in the fresh air. These activities encourage children to exercise and to be active. This appropriately promotes their physical development and helps children to understand that exercise promotes a healthy lifestyle. Children are appropriately learning about ways in which they can keep themselves safe.

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

For example, the childminder involves them in fire evacuation practices. In addition, through outings and fun activities, such as games, children learn about road safety.

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

The childminder appropriately manages children's behaviour. She praises children's achievements and she values their contributions. For example, she plans activities around their likes and interests and she display their work around the playroom. This provides a sense of belonging for children and promotes their self-esteem and confidence. The childminder helps children to learn about acceptable behaviour because she provides consistent routines and boundaries. Through games, positive role models and discussions, children understand that it is kind to share and take turns. Children have regularly opportunities to mix and socialise with other children at groups. In addition, through posters, children talk about their feelings. This supports them in developing positive, harmonious and cooperative relationships with their peers. The children move freely around the home and they are able to access a varied range of resources within the

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

playroom. This promotes children's independence and self-care skills.

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provision

The childminder has a sound understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. The childminder puts children's safety at the centre of everything she does. She carries out regular safety checks and she completes risk assessments. This, alongside appropriate supervision and putting in place suitable safety precautions ensures she keeps children safe and takes steps to minimise accidents. The childminder and her assistants have a suitable understanding of child protection issues. They access training and this contributes to them being able to recognise signs of abuse and neglect. They understand their responsibilities in monitoring concerns and they know which agencies to involve if they feel children are at risk of potential harm, abuse or neglect. This contributes to safeguarding and protecting children's welfare and well-being. The childminder

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provision

maintains all relevant documentation that contributes to promoting and safeguarding children's welfare. This includes a number of written policies and procedures, which she shares with her assistants so that they are aware of their roles and responsibilities. For example, her policies include the safe administration of medication, recording of accidents, consent to take children on outings and managing children's behaviour. In addition, the childminder ensures all adults living or working on the premises complete appropriate suitability checks. This includes informing the regulatory body of any changes. This means she ensures her assistants and family members are suitable to have contact with children.

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provision

The childminder has taken some steps towards evaluating her service. This has resulted in her making some improvements to the provision for children, including addressing the recommendations from her last inspection. For instance, through developing her garden, there are more opportunities for children to learn through outdoor experiences. In addition, by improving her observation arrangements, the childminder is aware of children's skills and abilities. Although, how she uses these to plan for children's next steps are not yet robust. Through reviewing her practice, the childminder is aware of some her strengths and she identifies areas to improve, such as extending the range of things children plant and grow in the garden. However, monitoring is not robust or frequent enough to sustain a continual and regular programme of improvement. For example, identified improvements are not yet prioritised, therefore, action plans lack rigour to

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provision

successfully support children's achievements over time. In addition, when reviewing her service, the childminder is not always seeking regular and purposeful feedback from parents or children to help her improve her service. Through some training, using the internet, books and other resources, the childminder explores ways to gain new ideas to support children's learning. This means she is taking some positive steps to improve the provision for children through improving her skills and knowledge. The childminder has sound relationships with parents. She provides a flexible service for parents. For example, to support parents who work shifts, she is willing to collect children from home to make things easier for them after their busy day at work. Through discussions and children's progress records, she provides some information to parents so that they can support their child's learning at home. Written comments from parents are

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provision

complimentary. They say their children are happy and that the childminder cannot do enough for them and their children. They express how well their children are progressing in the childminder's care. The childminder appropriately communicates with other settings children attend. For example, she finds out what children are experiencing in school or nursery so that she can support and complement this learning in her setting. For example, by talking to nursery, she works with them to support children's literacy development by encouraging children to engage in a range of pre-writing activities. This promotes continuity in children's learning. The childminder is aware of importance of working in partnership with external agencies, such as health professionals to support children with identified needs.

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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 EY392777 Local authority Sheffield Inspection number 951822 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 9

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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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