Beech, Paula

Inspection date

Previous inspection date 26/03/2014 17/06/2010

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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 plans a wide range of activities for children based on her accurate assessments of their individual needs and interests and her strong knowledge and understanding of how young children learn. Children are making good progress in their learning and development as a result of her good teaching.  Close relationships and attachments with the childminder ensure children are happy and secure and, as a result, they are fully involved and confident with her.  The childminder demonstrates a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage so as to ensure children are safe and healthy in her care.  The childminder develops close relationships with parents, resulting in the constant exchange of information. This leads to effective inclusion of all children.  The childminder and her co-childminder's positive working relationship enhances the

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This provision is good

effective management of the setting. Therefore, children flourish in this enabling environment.

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It is not yet outstanding because

 Sometimes, the childminder occasionally misses opportunities to further consolidate children's good social skills of respecting others as she does not always share strategies with parents to enhance positive behaviour management.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed the childminder engage in a range of indoor and outdoor learning activities with the children.

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Inspection activities

 The inspector held discussions with the childminder and completed a joint observation with the childminder.

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Inspection activities

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

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Inspection activities

 The inspector looked at samples of children's assessment records, the childminder's self-evaluation form and a range of other documentation.  The inspector took account of the views of parents and carers from testimonials.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 12 and nine years of age, in a house in High Green, Sheffield in South Yorkshire. The childminder works with her husband, who is also a registered childminder, and has an assistant. She provides funded early education for two-, three- and four-year- old children. The whole of the ground floor and the rear garden is used for childminding. The family has three rabbits and stick insects as pets. The childminder attends a toddler group and undertakes outings on a regular basis. She collects children from the local schools and pre-schools. There are currently 14 children on roll, eight 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 for bank holidays and family

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Information about the setting

holidays. Hours are flexible, depending on the requests of parents. The childminder holds appropriate early years qualifications at level 3 and 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:

 consolidate children's good respect for each other, for example, by consistently reinforcing and promoting with parents positive behaviour management strategies.

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who attend

Children have lots of fun in the warm and welcoming home. The indoor and outdoor environments are well resourced, enabling children to freely access toys and resources meeting their developmental needs. Children are making good progress in their learning and development as the quality of teaching is strong. The childminder has a good knowledge of the educational programmes and is skilful in promoting the characteristics of effective learning. She plans a good range of well-balanced activities that take full account of the different ways in which individual children learn and the stage of learning and development that each child has reached. Activities place a high focus on the prime and specific areas of learning. The childminder completes purposeful, formative observations of children's achievements to carefully monitor their progress. This information is used to identify what children need to learn next. Children's next steps reflect their ability and are

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who attend

included in the planning so that children receive challenge and consolidation to help them make continuous progress. Information from children's development file is used to complete assessments of children's progress, which are shared with and contributed to by parents. This includes the progress check at age two. The childminder and parents hold regular discussions to support and extend children's learning at home. Parents are actively encouraged to become involved. For instance, children take home activities which support their next steps, such as colour cards and early writing activities. Parents are involved in themes. This makes sure they are fully included and involved. Children are supported strongly through routines and activities, which encourage their independence and developing skills in readiness for school.

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who attend

Children develop their early writing skills and creativity as they have free access to pens, pencils and craft materials. They draw and make marks, which they are beginning to associate meanings to. Older children have many opportunities to practise early writing and literacy skills. They use dot-to-dot activities and letter formation charts. The childminder obtains these resources after consultation with school. Therefore, ensuring continuity for children's learning. Their mathematical skills are promoted well by the childminder as she integrates mathematics into routine, spontaneous and planned activities. For example, on outings children count how many cars of a certain colour they see. In addition, children's learning is enhanced through number games. Children successfully learn about the natural world by activities and outings. They collect water from puddles and use a magnifying glass to look for insects. Children visit animal farms

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who attend

and marine parks. In addition, children are learning to care for and respect animals as they interact with the childminder's pets. Alongside using spontaneous and routine activities, the childminder consolidates children's learning by planned themes that meet all the areas of learning. For example, a transport topic is used to extend children's learning and is linked to individual interests. Children create collage hot air balloons and sponge boats. They use these to investigate sinking and floating. The theme is extended as children consider road safety.

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who attend

Children celebrate international and national celebrations, all of which, are enhanced by art and craft activities. Children's free expression is encouraged during these activities. For example, when they make Mother's Day cards and gifts they create their own designs for the cards and flower vases. Children learn about the community as they take photographs of the local area and use them in a display. They are starting to develop a love of books as they enjoy spontaneous and planned story time. For example, spontaneous stories are made special in the home as the children sit comfortably with the childminder to listen and look at the pictures in the book. The childminder engages and promotes their learning fully as she asks questions about what they see. Children's communication and language is enhanced as the childminder constantly talks to them at their level, giving opportunities to extend and challenge them with good questioning. During child-led learning, the

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who attend

childminder knows when to engage with the children and when it is more appropriate to observe what is taking place.

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

Children relate well to the childminder and develop close emotional attachments with her. Clear information is obtained when children first start at the setting and then continually exchanged to enable the childminder to effectively meet each child's needs. They are confident and feel safe and secure with her. This supports children's well-being and promotes smooth transitions from home into the childminder's care. The childminder is proactive in establishing positive, friendly relationships with the children and their family. In addition, this is extended by a well-considered key person system. The childminder knows the children well. She values their backgrounds and encourages them to value each other. Activities incorporate a range of religious and cultural festivals. The childminder also ensures that activities are differentiated for the age and stage of each child, so that they are all able to join in and receive a good level of challenge. She also supports children's

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

transition to school through talking to them about what is going to happen and preparing them emotionally, so they feel fully prepared for this move.

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

The childminder is skilled in encouraging children's independence and social awareness during play and daily routines. For example, she supports all children to independently dress themselves and encourages them to help tidy away activities by using a 'tidy away' song. This clearly boosts their confidence and gives them a strong sense of belonging. The childminder is a good role model and positive use of consistent strategies and age- and stage-appropriate explanations provide children with a clear understanding of acceptable behaviour. Children interact well with the childminder and are developing their social skills as they are encouraged to use good manners and sit at the table for meals. They are learning to share and play cooperatively with their peers. Sometimes the childminder misses the opportunity to further consolidate children's good behaviour and socialisation as she, on occasion, is less robust in sharing positive behaviour management strategies

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

with parents. Children have high levels of self-esteem as the childminder offers plenty of praise for their attempts and achievements. In addition, 'A Star of the Week' picture is displayed on the parents' board.

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

The childminder provides strong routines and activities so that children learn about being healthy. Food related activities encourage them to learn about healthy eating. For example, children are actively involved in the childminder's allotment. They plant, care for and harvest fruit and vegetables. They then prepare them and use them for cooking activities, meals and snacks. Physical skills and exploration are well promoted, as children have daily opportunities to play in the garden, walk in the area and they readily visit local parks and amenities. Children are learning about self-care and safety through related activities, all of which are supported by discussions, including about 'stranger danger' and road safety. On outings children's safety is assured as they respond to established routines. Children learn to take risks safely as they use large adventure equipment away from the home.

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provision

The childminder prioritises safeguarding to a good standard. She and her co-childminder have completed safeguarding training. The childminder has a strong knowledge of her duty to protect children and the procedures to follow in the event of a concern about a child. All required household and staff members are suitably vetted, and the childminder monitors who has access to the children. Thorough risk assessments, plus daily checks and robust routines ensure children's safety both in the home and on outings. For example, robust road safety procedures are further enhanced as the children wear high- visibility vests when walking. The childminder has established effective policies and procedures to support the safe and efficient management of the service provided. These are shared with parents, providing them with an insight into the childminder's role and responsibilities. All other required documentation is in place and is well maintained. In

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provision

addition, effective policies and procedures which make sure that the childminder, her co- childminder and assistant are very clear about their role and responsibility, including, their individual responsibility for their own behaviour and actions. The childminder is very clear about using appropriate language with, to and in front of children and clearly states she would not accept any inappropriate language to be used in front of children, to them or when children are present. This means, that children are learning good socialisation and are treated with courtesy and respect.

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provision

The childminder effectively monitors the delivery of the educational programmes within her setting and has clear procedures in place to observe, assess and monitor children's progress. This means that children's development is tracked effectively to ensure that they are making good progress in line with their peer group. Additional support is provided if necessary. The childminder ensures her practice is fully inclusive to support the needs of the children who attend the setting. The childminder and her co-childminder have high expectations of themselves. They are passionate about providing the best possible care and learning opportunities for children. The childminder has completed all required, and many additional, training courses. The recommendation from the last inspection has been addressed fully. The childminder and her co-childminder effectively reflect on and evaluate their service. Parents' views about all aspects of the setting are sought. For instance, there

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provision

is a suggestion box. Children have an active voice in sharing their ideas and their opinions are readily sought. All of this demonstrates an eagerness to ensure that the childminder continues to provide a quality provision for children.

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provision

The strong partnership with parents contributes significantly to meeting children's learning and development needs and promoting their well-being. Therefore, this ensures they are confident to leave their children in the childminder's care. There is a high level of communication with parents, which ensures continuity of children's care, learning and development. The two-way sharing of written information, including a daily diary, text and verbal information, enhances parents' experience and extends children's learning. This, combined with parents' meetings, a parents' information board and access to an electronic photograph frame means that they are kept well informed about the childminder's setting and what their child is doing. They are involved in promoting their children's progress and well-being. In addition, the childminder is actively committed to supporting the whole family, ensuring that any particular requirements or additional support needed for

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provision

individuals are provided. Parents are pleased with the quality of the provision. One parent states, 'the childminders have had a huge impact on my child's life from the moment she first went. They make me feel very involved in her education through regular meetings to discuss her progress and look through her file. Her literacy and numeracy skills are impressive and I give all credit to them for this'. Partnerships with others involved in the care of children, in particular, the local schools, are effective and ensure their learning and development is continued and built upon well.

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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 503503 Local authority Sheffield Inspection number 956142 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 14

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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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