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 instils a sense of well-being and has warm relationships with the children, which means they feel safe and secure. As a result, they are happy and enjoy their time at the setting.  The childminder and her co-childminder are good role models and work well together which ensures that children receive consistency and continuity in their learning and development.  The childminder fully understands her responsibilities in regards to safeguarding children. She promotes a safe and secure environment as she effectively minimises all risks and hazards.  The childminder has a good knowledge of the individual needs and interests of children in her care and plans appropriate and stimulating activities across the seven areas of learning. As a result, children make good progress in their learning.

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It is not yet outstanding because

 Opportunities to maximise children's language and thinking skills are not always fully extended, for example, by the use of open-ended questions.  There is room to improve information sharing with parents to ensure information received from them is used more effectively to consolidate and extend children's learning.

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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 looked around the childminding premises.

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Inspection activities

 The inspector talked to the children and spent the majority of the time observing them in their play.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector examined the children's development records and observation, planning and assessment procedures.

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Inspection activities

 The inspector checked evidence of suitability and looked at a range of documentation including risk assessments, policies and procedures.  The inspector took account of the views of parents.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with another childminder and from her co-childminder's home in Bolton-Upon-Dearne. The whole of the ground floor and the rear garden is used for childminding. The family has two dogs as pets. The childminder attends a toddler group and activities at the local children's centre and visits the shops and park on a regular basis. She collects children from the local schools. There are currently 14 children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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

 enhance the already good opportunities to extend children's language skills by consistently using open-ended questions during children's play

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

 enrich the already effective partnership with parents to help parents consistently share what they know about their child in relation to their ongoing learning and development to ensure learning continues to be extended and consolidated.

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who attend

The childminder provides a warm and welcoming environment, which means that children are confident, settled and keen to explore and learn. Children are encouraged to access resources and to engage in child-initiated activities. Resources are plentiful and well maintained; they provide children with a range of play opportunities which cover all the areas of learning. The childminder supports children's play through positive interaction, offering prise and encouragement. When children begin to attend, the childminder finds out their starting points by gathering a good range of information from parents. This includes their individual interests, routines and capabilities. As a result, the childminder has an accurate assessment of children's prior skills, which enables her to plan activities and experiences which are appropriate to their stage of development. The childminder inputs all this information onto a commercial software programme that allows parents to

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who attend

access information about their child via a secure log-in at any time. Parents comment highly on this facility and enjoy looking at their child's photo gallery, as well as the daily diary and the observations and termly reports of their child's progress. This ensures that parents are fully aware their child's day-to-day activities. However, not all parents keep the childminder up to date with their child's interests and progress at home, to ensure that their learning continues to be consolidated and extended.

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who attend

The childminder has effective observation and planning processes. These enable her to plan learning experiences for children in line with their initial starting points and interests. The childminder talks to the children throughout their play using simple commentary, promoting active listening and using some open-ended questions. However, this is not always extended to further encourage children's communication and thinking skills. The childminder promotes mathematical learning. As children play a number recognition and counting activity with the childminder, they discuss big numbers, count their fingers and recognise the numbers one to 20. Children's imaginative play is well supported as they play shops together. Children's physical development is enhanced by free-flow access from the conservatory to the garden. They enjoy playing on the slide, climbing frame and playing football. Children's enjoyment of the outdoors is further enhanced with regular

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who attend

access to the co-childminder's adjacent allotment where the children enjoy planting potatoes. This helps them understand where food comes from and how things grow. Children receive praise and encouragement from the childminder.

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who attend

The childminder has clear knowledge of the learning and development requirements and good awareness of how children learn through play. As a result, together with her co- childminder she plans a wide range of activities around the seven areas of learning. This means that children's development and learning is promoted well through a balanced range of both adult- and child-led activities. The childminder and her co-childminder work closely together and as a result, children make good progress towards the early learning goals and enjoy their time with them. The childminder provides activities for older children, which complement the school's topics and the learning that takes place at school. The childminder completes the progress check at age two and termly summaries of children's progress, which are shared with parents. These are available electronically and the childminder prints a copy out for parents to ensure all parents, including those who

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who attend

rarely log onto their child's file, are aware of their progress and next steps in learning. They are shared with other providers when a child attends nursery or starts school. The childminder has a good relationship with the local nurseries and schools. As a result, all children are supported to develop their skills for their future learning.

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

Children settle quickly and are happy; they quickly build secure attachments and trusting relationships with the childminder and her co-childminder. This means that children's personal, social and emotional development is effectively promoted. Children behave well because the childminder is a good role model, and is kind, patient and calm in her manner. She uses praise and children are observed to use good manners. Children's safety is given priority as the childminder makes certain her premises are secure. Daily checks of the premises ensure children play in a safe and clean home. The childminder encourages children to be active and explore their environment, while teaching them to be safe. For example, when playing outdoors the children know to walk around the swing area to avoid being hit by another child using the swing. Children's physical well-being and their awareness of health and safety is promoted through daily routines, discussions and

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

activities. For example, on the walk to school, children hold the childminder's hand to cross the road. The childminder demonstrates awareness of dangers and talks to the children about broken glass on the footpath.

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

Children benefit from a range of activities outside the setting. They go for walks to the park, attend the local soft play centre, childminding support playgroup and other local venues daily. They spend time in the local community. These outings offer children good opportunities to risk assess themselves and experience challenge. This helps to develop confidence, independence and social skills outside of the childminder's home, and therefore helps them to prepare for the next stage in their life. Children learn good hygiene habits as they wash their hands before eating and after visiting the toilet. The childminder takes good steps to minimise cross-infection as she washes her hands after nappy changing and before preparing food. They are provided with healthy snacks and fresh drinking water is available at all times. This promotes their awareness of healthy eating. Children's independence skills are encouraged as they are offered choices, which

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

enable them to develop the skills and abilities for effective learning, autonomy and positive self-esteem. For example, at snack time children choose a piece of fruit from the fruit bowl and eat it independently.

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

Children develop an understanding of keeping themselves safe in an emergency. They practise fire evacuation drills, and demonstrate knowledge of how to act and where to stand in an emergency situation. The childminder makes the children's transition into her care smooth due to the effective settling-in arrangements, which ensures their individual needs are met. Consequently, children are happy and content. The childminder cares for a number of children who attend the local school. She has developed good relationships with the staff and a three-way flow of information between the parents, childminder and the teachers ensure their needs are met. The childminder supports children in their move to nursery or school, by passing children's assessment records onto the new setting. The childminder shares books with the children about nursery and school. She ensures the children accompany her to the nursery and school so that they become familiar with the

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

settings and teachers. This ensures children are well prepared for the transition to nursery and school and helps them to be confident as they move onto the next stage in their learning.

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provision

The childminder has a thorough understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. As a result, children are kept safe. The childminder fully understands her responsibilities in regards to child protection. She has attended training and is confident in her ability to recognise possible indicators of abuse or neglect. The childminder knows the correct procedure to follow for referring any concerns. As a result, children are protected. The childminder has a Disclosure and Barring Service certificate to confirm her suitability to be with children. She also holds a current paediatric first aid certificate. This means she has the knowledge and skills required to effectively administer first aid. A good range of policies, procedures and records to underpin the children's care are in place. These are well written and shared with parents. They are also available to

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provision

parents electronically. The administration of medication is well documented as outlined in the policy. Risk assessments are undertaken on a regular basis and include those for outings. This ensures children can play and explore confidently in a safe and suitable environment. For example, there is a fire blanket in the kitchen and the premises are secure.

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provision

This is the childminder's first inspection and she has completed a detailed self-assessment form clearly showing the way forward. She demonstrates commitment to continually improving her provision. She has clearly identified her strengths and areas to improve. She sees training as a priority. Her co-childminder has mentored her and given valuable support and guidance. She is undertaking a level 3 childcare qualification to enhance her knowledge and skills. The childminder recognises the importance of listening and acting on comments from parents and children when developing her provision. She demonstrates a good understanding of the learning and development requirements, planning a range of activities that support all areas of learning. She supports this through a variety of enjoyable activities within the home and in the local community.

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provision

Information for parents is displayed in the porch. This includes copies of the school's newsletters, weekly menus and information signposting parents to activities in the neighbourhood. This helps to ensure parents are informed about upcoming events. Positive feedback from parents demonstrates a high regard for the childminder and the service she offers, with comments like 'friendly and flexible, my children enjoy coming'. Another parent commented 'it's so much more than just a business, it's what they provide for the children'. Children and families clearly benefit from the friendly relationships that exist between the childminder her co-childminder and parents. The childminder has developed good links with the local schools, which enables her to meet children's individual needs and maximise their learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY465772 Local authority Barnsley Inspection number 943982 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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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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