Childminder in Rotherham

Inspection date

Previous inspection date 02/05/2014 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 demonstrates a very good understanding of how children learn and uses skilful questioning strategies to support the development of their thinking skills. Consequently, children make good progress in their learning.  Children form secure attachments to the childminder because she builds strong partnerships with parents that ensures information is shared about all aspects of children's care and education.  The childminder demonstrates a sound understanding of her responsibilities to safeguard children and implements a range of policies and procedures to ensure that all children are kept safe.  Children develop high levels of independence because the childminder supports them to think of solutions and encourages them to complete routine tasks themselves.  The childminder constantly seeks to improve outcomes for children because she evaluates her practice and actively implements new ideas from training courses.

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It is not yet outstanding because

 The range of natural and open-ended resources in the outdoor area is limited therefore opportunities for the childminder to further support children's imagination and develop their problem solving skills are not maximised.

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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 toured the areas of the premises used for childminding.

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Inspection activities

 The inspector observed practice and the interactions between the childminder and children during play and care routines.

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Inspection activities

 The inspector looked at a range of documentation including parental questionnaires, policies and procedures.  The inspector spoke with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector reviewed the children's files that contained observations, planning and assessments.

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Information about the setting

The childminder was registered in 2012 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 and seven years in a house in Rotherham. The whole of the ground floor, first floor bathroom and bedroom are used for childminding. There is a secure garden area to the rear. The childminder attends a toddler group and childminding groups. She visits the shops and park on a regular basis. There are currently three children on roll, all 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. She holds a relevant qualification at level 3 and she is a member of Professional Association for Childcare and Early Years.

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

 introduce a range of open-ended resources in the outdoor area to further support the development of children's imagination and problem solving skills.

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who attend

The childminder has a very good understanding of child development and how to support children to learn. She is led by children's interests and skilfully intervenes to support and extend their learning. For example, the childminder builds on a child's knowledge of a new word they have learnt by providing ice cubes to investigate and explore. She effectively differentiates the experience, for the age range of children present, by allowing younger children to feel it as she introduces new vocabulary to describe it as it melts. Older children are challenged to explain what is happening to it as it warms up, because the childminder asks them questions that support their thought processes and she allows them time to think it through. The childminder plans her educational programme carefully to ensure that all children are accessing a full range of learning experiences, and planned activities cover a range of skills. Children build their understanding of the world as they

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who attend

play with 'small world' animals and the childminder talks to them about the different places they live, how they keep warm and what they eat. The childminder has a keen focus on developing children's thinking skills so that they become effective learners. She displays prompts to remind her to ask questions that make children think about what they are learning. Consequently, children are inquisitive and are becoming good problem solvers. The childminder understands the importance of providing children with a range of open-ended resources to develop their imagination and children enjoy using a box as a washing machine and craft materials as pretend food. However, this element of the provision is not yet fully embedded into practice, especially outside, so that all opportunities are maximised.

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who attend

Children's next steps in learning are well planned for because the childminder is continuously observing what the children are doing. She makes regular observations about what children can do and records insightful details about how they are learning. The childminder uses this information to make accurate assessments of children's progress and to plan activities and resources that will interest and challenge children to move on in their learning. Observations and plans for children are recorded in individual journals that are shared with parents on a daily basis and encourage them to share their own comments. The journals are an effective strategy to engage parents and complement the informal conversations they have. As a result, partnerships with parents are strong and used effectively by the childminder to support children's learning because they can share information about children's interests and achievements.

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who attend

Children are well prepared for starting at school because the childminder has a clear understanding of the skills and knowledge they will need. Older children are able to write their name and even the youngest children are beginning to understand that the marks they make on paper can have meaning. The childminder researches resources to support her understanding of phonics so that children are starting to learn the sounds they will need when they learn to read at school. Using numbers is integrated across the educational programme. For example, children use a thermometer outside to measure the temperature and record it each day. The childminder extends their understanding of numbers during play activities because she asks them questions to make them think about adding more or taking things away.

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

Children are happy and confident in the childminder's care because she builds secure attachments to them. She provides a warm and nurturing environment, where children feel welcomed and are keen to learn. The childminder works hard to provide care and education in line with parents and children's needs and expectations. She collects information about children's preferences when they start and adapts her service to meet the requests of parents. As a result, children settle quickly into her setting because she can effectively meet their needs and provide continuity with home. The childminder communicates daily with parents, both verbally and through a journal, so parents are aware about all aspects of children's activities during the day. The strong relationships with children enable the childminder to set high expectations about behaviour by reminding children to use good manners. She encourages children to be helpful by asking

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

them to tidy away and help younger children with their shoes. The childminder teaches children to share and take turns so they are learning to play together and tolerate others. Children are also learning about how people are different, because the childminder ensures she has resources and images that reflect diversity and that children have the opportunity to celebrate a variety of different festivals.

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

Children are developing high levels of independence because the childminder plans an environment that allows them to select resources themselves and supports them to complete tasks. Children are able to choose resources to add to their baby doll role play game, such as, real nappies and pretend food. Real life resources are carefully chosen by the childminder to support their developing imaginations by allowing them to play with what they know. For example, children enjoy talking on old mobile phones and the childminder models the conversations they can have. Routines are used effectively to build children's independence and confidence. Children are encouraged to put on their own coats and shoes and put them away when they come inside. Even the youngest children are supported to wipe their own nose. Children are learning about hygiene because the childminder talks to them about why they must wash their hands and explains why she is

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

wiping the table before snack. When the floor becomes wet the childminder uses the opportunity to teach children about how to make it safe and helps the older children think about how to solve the problem.

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

The childminder values all the children and their contributions. She listens to them carefully, praises their efforts and displays their work on the wall. Her attention to them builds their self-confidence and self-esteem and supports them when they transfer to other settings or into school. The childminder understands the importance of developing children's social skills before school and regularly attends childminding groups so that children can learn to play with others. The children benefit from doing the daily school run and visiting classrooms for reading activities so are becoming familiar with the buildings and teachers at their new school.

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provision

The childminder has a secure understanding of her role and responsibility in safeguarding children. Safeguarding training gives her a good understanding of how to recognise potential issues and what she should do if she had concerns about a child. There are suitable policies and procedures in place to support the childminder's practice, for example, she records all accidents and incidents, including existing injuries to children. All adults associated with the childminder's home have appropriate suitability and vetting checks in place. The childminder completes detailed risk assessments and daily checks to ensure that the children can play safely. All the policies and procedures are regularly reviewed and shared with parents before their children start attending.

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provision

Regular assessments of children are made by the childminder and are based on the detailed observations she makes. The assessments allow her to effectively monitor children's progress across all areas of learning and ensure there are no gaps. The assessments show that children make good progress, often exceeding expectations for their age. The childminder has suitable plans in place to complete the progress check at age two and share this with parents. An ongoing process of reflection and self-evaluation enable the childminder to constantly improve her provision. She evaluates new resources and activities to assess their effectiveness and monitors the educational programme to make sure it is balanced. The childminder welcomes all opportunities to attend training and evaluates how it impacts her setting. Recent training about how children learn effectively has been used by the childminder to support her teaching strategies and

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provision

questioning techniques and she has shared her knowledge with parents. The childminder uses a variety of strategies to build strong relationships with parents and she works hard to accommodate their requirements. The childminder makes links with other professionals by attending childminding groups, where they share new ideas and examples of good practice. She understands the importance of working with other agencies to support children and receives advice from local authority advisors. Through regular contact with the local school the childminder has established links with teachers that will benefit children as they transfer into school.

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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 EY449209 Local authority Rotherham Inspection number 899065 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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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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