Childminder in Rotherham

Inspection date

Previous inspection date 29/04/2014 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 childminder plans a wide range of activities for children based on her assessments of their individual needs and interests. This means children's individual learning and development needs are enhanced.  Children are relaxed and secure in the childminder's care as she develops rewarding and trusting relationships with them. As a result, they flourish in the enabling learning environment.  The childminder's teaching is of high quality. It excites the children who are stimulated and interested to learn through investigation and play. This means they make good progress.  The childminder organises her setting effectively to keep children safe and has a good understanding of safeguarding and how to protect children.  The childminder has good relationships with parents and forges strong links with schools. Effective communication ensures continuity in children's learning and care and they are well prepared for their future learning.

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It is not yet outstanding because

 Children's use of natural materials and media is not fully maximised to develop their exploration and experimentation.

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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 learning activities and daily routines with the children.

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Inspection activities

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

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Inspection activities

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

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Inspection activities

 The inspector sampled a range of policies, procedures, records and developmental files.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 11 months and five years in a house in Aston, Sheffield. The whole of the ground floor, the first floor bathroom and the rear garden is used for childminding. The childminder attends a playgroup and local amenities. She undertakes outings on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll; two 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.

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

 build on children's ability to explore and experiment, for example, by offering a greater variety of natural materials and media.

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who attend

Children enjoy a wide range of activities and experiences. Activities cover all areas of learning well. The childminder's interactions and teaching techniques are positive and show her good understanding of how to engage and capture children's interests. She knows the children well. There is a good balance of child-initiated and adult-led activities, and the childminder plans these to support children's individual needs and the next steps in their learning. Her observations and written assessments, including the progress check at age two, closely monitor children's progress, making sure they are progressing across all areas of learning. This helps to ensure any areas of concern are promptly addressed with parents so that every child is helped to meet their full potential. This focussed approach enables the childminder to be clear about children's attainment and the next steps they need to take to ensure they are appropriately challenged. The childminder

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who attend

bases her practice on a secure understanding of how to promote the learning and development of young children. The childminder supports the children's learning as she allows them to try things for themselves and provides support only if needed. For instance, children have time and space to thread beads onto string. The childminder only intervenes when children begin to struggle and become frustrated. Throughout this activity, the childminder encourages children's communication skills through effective interaction. She talks to them, commenting on what they are doing. She uses open questions which enable the children to think and extend their learning. They talk about the colour and shape of the beads and count the number of dots on each bead. This ensures that children are making good progress and are well prepared for school and future learning.

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who attend

Children are creative and imaginative learners and this supports their development in expressive arts and design. This is promoted by the many varied experiences they have when they visit children's groups and complete activities in the home. Children's interest in dinosaurs is used to enhance their learning as they create a papier-mache 'dinosaur egg'. In addition, they research the different types of dinosaurs in books, listen to stories and play with small world figures. The childminder extends children's learning effectively as she continues themes from the children's groups they attend. For instance, a sea life theme from the group is extended as the children create their own fish with the childminder. The children have some opportunities to explore and experiment with natural and sensory media and materials. For example, a sensory box with scarves, torches with different coloured bulbs, coloured discs and tubes. Children experience leaf rubbing and

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who attend

use shells to count. They explore water as they use cups, bowls and basins to transfer water in the kitchen. However, natural and home-made resources are less widely used to extend and enhance children's investigation, exploration and experimentation. Children enjoy a variety of outings. They visit museums and like activity days, such as science and mini-beast handling days. They also take trips on trains. All children regularly visit children's groups and the local area. They learn about nature as they visit farm parks and woods where they seek out different types of trees and identify leaves and plants. Children go bug hunting, pond dipping and feed the ducks in the park. Children's awareness and understanding of the wider world is promoted well. They have access to a variety of resources and activities, which promote positive images of diversity. They also learn about national and international celebrations, which are enhanced by art and craft

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who attend

Children are well prepared for school as the childminder actively promotes independence and group skills. For example, they learn to sit and listen attentively at story time. Early writing skills are positively encouraged as the children have many opportunities to practise these and writing resources are always available. Older children have opportunities to use early reading and writing books and resources, including word searches. The close links with the local school ensures children are well prepared for entry into school. The childminder provides resources to support and enhance children's learning at school. Relationships with parents are effective and make a strong contribution to ensuring children's learning and development needs are met. Children's learning files and discussions are used well as a two-way communication tool with parents. This ensures they are fully involved in their children's learning and keeps them well informed of their

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who attend

child's progress. The childminder and parents hold regular discussions to support and extend children's learning at home. For instance, the children take home story books to enable them to consolidate their learning. This means parents are fully included and involved in their child's learning.

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

Children's well-being is enhanced as they form secure emotional attachments with the childminder and are happy and secure in her company. This promotes smooth transitions for children from their home into the childminder's care. The childminder works closely with parents to meet individual children's learning and care needs. For example, individual plans for toilet training are devised and implemented together by the childminder and parents. Children are acquiring the suitable attitudes and dispositions they need at school or for the next stage in learning. There are secure links with parents and the childminder has established good links with the local school in relation to assuring children's good self- esteem and the continuity of care.

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

Children have high levels of self-esteem as the childminder offers plenty of praise for their attempts and achievements. She is a good role model and effectively uses positive techniques for managing children's behaviour. This impacts well on helping children to develop their social skills and cooperation during play by recognising the importance of sharing and taking turns. Children have created their own 'House Rules'. The rules clearly identify what is expected from each other and the childminder. This offers children a sense of self and social responsibility. Consequently, children behave well. The childminder provides good opportunities for children to mix and socialise as they enjoy going to local children's groups and places of interest. They interact with other children, different people and undertake a variety of activities and experiences. This contributes to children developing relationships with their peers and opportunities for them to begin to

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

Children learn about safety and self-care through strong routine activities and discussions. They learn to keep safe as the childminder constantly gives them opportunity to learn safety procedures. For example, they readily respond to the childminder's robust road safety routines. This practice supports the childminder's risk assessments and ensures children are aware of how to help to keep themselves safe. Children are encouraged to develop healthy lifestyles with a solid focus on outdoor activities and play. They are encouraged to explore, experiment and take risks safely when they visit the woods and forest park. They balance on tree stumps and use large play equipment, run freely and explore. Self-care is promoted as the childminder supports the children to practise good personal hygiene routines. Personal routines and activities are used to extend children's learning about their bodies. For example, the children identify their own features on a life-

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

sized drawing of themselves and create their own hand-prints. They actively learn about how their bodies change after jumping, running and skipping. Children learn about food through discussion and activities, such as baking and planting vegetables. This means opportunities to support children's understanding about exploration of food are extended.

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provision

The childminder manages her service efficiently. She fully understands her responsibilities with regards to child protection and is clear regarding what to do if she has a concern about a child. All required household members are suitably vetted. Therefore, children's welfare is promoted well. The childminder understands her role and responsibilities, which results in children's health, safety and learning being effectively promoted. The childminder provides a safe, welcoming and stimulating environment for children to enjoy. Children's well-being is assured as the premises are secure, and robust safety and security procedures ensure children are well protected. A range of comprehensive policies and procedures provide a clear focus on children's welfare. These are shared with parents, providing them with an insight into the childminder's role and responsibilities. All necessary permissions and records to support children's well-being are in place. The

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provision

childminder conducts regular risk assessments on all areas used by children, including outings, to ensure potential hazards are identified and minimised. This means children are kept safe.

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provision

The childminder has a good knowledge and understanding of the Statutory framework for the Early Years Foundation Stage. She regularly reviews children's progress, so that she knows which aspects of their learning need to be developed further. The childminder is committed to continue to develop her own skills through training and has completed all required training courses. She is strongly aware of the importance of evaluating and monitoring the service she provides to make sure children achieve and have a positive experience with her. The childminder uses self-evaluation to effectively reflect on her practice. She is strongly committed to making ongoing improvements. This means that children receive an effective service that enables them to achieve in all areas of their development.

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provision

Partnerships with parents are strong. They are kept well informed about their children's progress and well-being through daily discussions and the sharing of children's learning records. Children and parents assist in the continuous improvement of the childminder's service. Parents have a say about the provision through discussions with the childminder. Children's views are actively sought and responded to. This enables them to have a real sense of ownership and involvement. Partnerships with others involved in the care of children, in particular, the local school, are well established and support the childminder with successfully meeting the needs of all children to help them make good progress. This means children are provided with a strong foundation for their continued learning and development.

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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 EY467395 Local authority Rotherham Inspection number 940694 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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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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