Childminder in Rotherham

Inspection date

Previous inspection date 24/03/2014 21/05/2010

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early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children are provided with exceptional, stimulating and enjoyable first-hand learning experiences by the childminder. Therefore, the meeting of children's individual learning and development needs are significantly enhanced.  The childminder's teaching is of very high quality. It excites and enthuses children who are stimulated and interested to learn through investigation and play. This means that they make excellent progress.  All children are superbly nurtured by the childminder. Close relationships and attachments ensure the children are happy and secure and as a result, they are fully involved and confident with her.  The childminder has a superior knowledge and understanding of her responsibilities with regard to safeguarding and as a result, children are kept safe and secure.  The childminder has very strong relationships with parents, which ensures children are offered excellent continuity of care and parents are fully involved in their child's

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This provision is outstanding

learning.  Extremely high quality professional development and training, attended by the childminder, means that children continue to receive a superb quality learning experience and their care is exemplary.  The childminder manages her provision very well. This is supported by effective procedures that ensure that all adults are suitable and fully alert to their role. As a result, children are kept safe and secure.

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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 play with the children.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at samples of children's assessment records, planning documentation, the childminder's self-evaluation file and a range of other documentation.

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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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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 12, nine and nine months in a house in Laughton Common, Sheffield, South Yorkshire. The childminder's husband and mother are her assistants. The whole of the ground floor and the rear garden are used for childminding. The family have a pet rabbit. The childminder undertakes outings on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, three of whom are in the early years age group. Children attend for a variety of sessions. She operates all year round, from 7am to 5.30pm, Monday to Friday, except bank holidays and family holidays. Hours are flexible at parents requests. The childminder holds appropriate early years qualifications at level 3 and is a member of Professional Association for Childcare

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Information about the setting

and Early Years. She 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:

 strengthen the already very strong home outdoor environment, so that there is even better support for the children's learning, for example, by extending opportunities to learn about nature.

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who attend

Children are offered a highly stimulating, motivating and nurturing experience with the childminder, who provides an extremely high quality provision. The distinguished, effective teaching by the childminder ensures children make excellent progress in their learning and development. The childminder has excellent skills and knowledge of the learning and development requirements, and a first-rate understanding of how children learn. The stimulating environment, both inside and outside, ensures that all children make very rapid progress towards the early learning goals. In addition to a high focus on the prime and specific areas of learning, the childminder is extremely knowledgeable and superbly reflects in her practice the three characteristics of effective teaching and learning. For example, she is very skilled in enabling children to play and explore, create and think critically, and in promoting active learning. During a small world activity with cars, people

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who attend

and 'road works equipment' the childminder introduces black dough. The childminder uses open questions which engage the children to think. She encourages them to compare the colour of the dough to the colour of the road, which they confidently and correctly identify. The childminder invites the children to make a road from the dough. She expertly introduces new words, highlighting the different vocabulary the children use, such as, 'squishy' and 'squashy'. They consider the width and depth of the road by experimenting. The children are fully absorbed in this activity, using a toy steam roller to flatten the bumps they identify in the dough. They compare and measure the road to make sure the cars can fit. In addition, the childminder expands on children's own observations. For example, they mention a person is walking on the road. The childminder instantly uses this as an opportunity to strengthen children's learning about keeping themselves safe,

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who attend

she questions them about what could happen if they walk on the road. A full discussion results about road safety. Therefore, children are very effectively learning about keeping themselves safe through well-considered spontaneous teaching by the childminder. During child-led learning, the childminder knows when to engage with the children and when it is more appropriate to observe what is taking place.

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who attend

Throughout, children's creativity is superbly enriched as they express themselves freely in imaginative play, art and craft. They easily access and freely choose an excellent range of resources, with which they can explore and investigate. For example, children develop their own play and learning as they use treasure baskets, selecting freely from baskets and drawers. Younger children enjoy exploring texture and sound as they choose from a superb range of natural items in a treasure basket, including, a secure bag of beads, wool and wooden items. Book baskets are enhanced with themed books and puppets. Children's learning is exceptionally well-promoted as the childminder provides a rich visual environment. For example, the childminder highlights to children some cellophane shapes on the lower glass door. She gets them to name the shapes and then to look through them, and look at and identify the colour the different cellophanes make of the garden.

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who attend

The childminder provides an exceptionally well thought thorough outdoor learning environment. They visit animal farms and the seaside where they learn about nature and explore the environment. In the childminder's garden, children's opportunities to create, build and experiment are limitless. A very good selection of toys are available for them to use and strongly stimulate their development; including, large equipment, a sand and water pit and chalking board. A large cardboard tube is used as a ball chute. Children are also able to use paint and other messy play items. As a consequence, they solve problems, be independent in their learning and think creatively about the games they play, which are valuable skills for the next stage of learning. Children play outside whatever the weather because they are appropriately dressed and the garden has artificial turf. This option makes sure all the children can pursue their ideas and express themselves with

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who attend

freedom, promoting equal access for all. Children do learn about nature in the garden. For example, they make bird feeders and use binoculars to identify the birds they see. In addition, the childminder extends their learning further as they bake 'bird shaped' biscuits. There is room to enhance this area even further, for example, by extending opportunities for the children to explore more of the natural world, through creating nature areas. There is a positive balance of child-initiated play and adult-planned activities. Planned activities include themes, all of which are used to support individual children's areas of development. For example, children's interest in vehicles is used to promote safety and self-care, as the childminder introduces small world and dressing-up emergency service items.

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who attend

When the childminder engages, she extends learning through play-based interactions. The childminder holds rich, purposeful conversations with the children using challenging open questions, which make them think critically. She allows them time and space, so that they can reflect on their learning. The exceptionally well-planned activities are a mixture of child-initiated and adult-led, and the children are supported by individualised learning opportunities, so they engage in a highly stimulating way. The childminder's observation, assessment and planning systems are both precise and meticulous. These ensure that the children's progress is monitored to an extremely high standard. She undertakes meaningful observations and uses these very effectively to identify children's next steps in learning. Highly detailed progress records reflect that the childminder evaluates children's progress thoroughly and tracks their progress exceptionally well. This means she quickly

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who attend

identifies if children require any further support or challenge, enabling them to reach their full potential. Relationships with parents are superb and make a very strong contribution to ensuring children's learning and development needs are met. Children's learning files are used as an excellent two-way communication tool with parents, which ensures they are fully involved in their children's learning, keeping them very well informed of their progress. In addition, the childminder has a 'interest bubble' display where parents record what their child is doing at home. She uses this information very effectively to aid her in the planning of activities, to meet children's individual next steps and to enhance children's learning at home. She effectively gathers evidence to support the completion of the progress check at age two and summative reports. Parents are fully included and involved in this process. Children are supported very strongly through routines and

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who attend

activities to develop their independence and skills, in readiness for school and the next stage of learning. This means children are extremely well prepared for entry into school and their future learning. Partnerships with other agencies are very proactive. This means that individual children's needs are fully met. Detailed information is gathered from parents when children start attending the childminder's, which provides her with a clear baseline for their learning.

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

The childminder is inspiring, flexible and has a thorough understanding of the children's individual learning needs. She and the children have lots of fun together. The childminder is very committed to the children, planning activities and events that excite and interest them, which supports each child's progress. Children's well-being is superbly enhanced as they form extremely secure emotional attachments with the childminder, and are very happy in her company. They readily seek and receive her reassurance, and are superbly confident in the welcoming and stimulating environment. This supports their well-being and promotes smooth transitions from home into the childminder's care. As a result, children feel extremely settled and content. Emotionally, older children are prepared exceptionally well for school, as the childminder is skilled in preparing them for possible routines. All children are acquiring the suitable attitudes and dispositions they need at

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

school or for the next stage in learning. This is because there are very strong links with parents and the childminder has established effective partnerships with other providers, such as the school, in relation to assuring the effective continuity and consistency of children's care. Children interact well with the childminder and are developing their social skills as they learn to play more cooperatively with their peers. Their good behaviour is promoted through the use of positive behaviour management strategies. Children benefit from enthusiastic interaction with the childminder and learn from her positive role modelling. She shows kindness and respect to children, giving them choices and waiting for them to make decisions. This gives children the confidence to independently explore their environment and therefore, extend their own learning. The childminder shows excellent levels of interest in what children say and do; offering frequent praise and

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

encouragement. Consequently, children, display very little unwanted behaviour because they are well occupied, feel valued and have good levels of self-esteem and confidence.

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

The childminder is exceptionally skilled in developing children's sense of self and learning about the local and wider community. Activities incorporate a range of religious and cultural festivals, enriched by additional activities. For example, for Chinese New Year the children watch a dragon dance video, make their own dragon and create their own dance. In addition, they dress in traditional outfits, make Chinese food and the home-play area becomes a restaurant. Children excitingly recall what they have seen and done, both with the childminder and their family, as they look at large photographs of the local area. The childminder links these effectively with other activities that superbly meet the areas of learning. Children's sense of self and family is excelled as the childminder has created photograph albums for each child of their family, and significant others and events. Children are enthusiastic and proud as they share them with the childminder, parents and

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

the other children, explaining who is in each photograph and what they are doing. In addition, they create self-portraits and make pictures of their family and home. 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. All of which heightens and excels children's well-being and sense of belonging.

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

The childminder provides very good, strong routines and activities, so that children learn about being healthy. Food related activities excel children's learning about food and healthy eating. For example, they carefully consider ingredients and healthy food when they bake and cook. Children proactively experience and learn about food as they grow vegetables, using them for snacks and activities, such as vegetable printing. Children superbly learn about safety and keeping safe through effectively planned and spontaneous activities and routines. They learn to take risks safety as the childminder supports them to use tools efficiently. For example, they expertly use special steel knives to cut their own vegetables and fruit for snack. Physical skills and exploration are exceptionally well promoted, as children have daily opportunities to walk in the area, and they readily visit local parks and amenities. They learn about their bodies through activities, music,

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

movement and action rhymes. Children develop teamwork skills as well as physical prowess as they undertake an obstacle course in the garden. Their learning is extended superbly as they count how long it takes to get through the tunnel and consider balance as they use the see-saw.

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provision

The childminder is aspirational, this means that the provision offered is exceptionally stimulating and ideal for children to learn and flourish. The children are kept safe as safety is given the highest priority. The childminder has an exceptional knowledge of how to safeguard children and an excellent understanding of her responsibilities in terms of child protection issues. She is highly informed and confident in recognising the possible signs of abuse, and knows the procedure to follow should she have any concerns about a child's welfare. Children are effectively kept safe and secure at all times. Her very good practice is efficiently modelled by her very strong knowledge and implementation of procedures. For example, the childminder ensures that all parents are well-informed about the named person for emergency cover. She has effective and secure collection procedures. Safety and routines for collecting children from school, and for when they travel in the car are

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provision

secure and very effective. The childminder demonstrates a very robust knowledge her responsibility for the leadership and management of her setting, and as key person. She is very clear about the role and responsibility of any assistant and she ensures that they are also very clear about their role and responsibility. In addition, parents are also well- informed about the role of any assistant. The childminder maintains a strict overview to ensure she meets the required ratios. She is very clear about her responsibility to inform Ofsted of any required issues. The childminder and assistants all have current first aid certificates. All required suitability checks are in place, including for students. In addition, the childminder provides an induction pack for students which clearly identifies their role and ensures they are fully clear about implementing the childminder's policies and procedures. The childminder is extremely clear regarding her responsibility to protect

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provision

children in her care. For example, the home is secure and all visitors sign a visitors book. Very robust written risk assessments and daily checks are completed. The childminder has established effective policies and procedures to support the safe and efficient management of the service provided. All required, and many additional, documents are in place and well- maintained. The childminder shares all of her policies and procedures with the parents, ensuring they are kept up-to-date with any changes. This means they have an excellent insight into the childminder's role and responsibilities.

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provision

The childminder is passionate, has extremely high expectations of herself and is very proactive in supporting children to achieve and make excellent progress. She very effectively monitors the delivery of the educational programmes within her setting, and has robust and extremely effective procedures in place to observe, assess and monitor children's progress. This means that children's development is tracked very efficiently to ensure that they are making superb progress, and support is quickly provided to help narrow the gap if necessary. The childminder ensures that her practice is fully inclusive to support the needs of children who attend her setting. Extensive, varied and ongoing training, and personal research is undertaken by the childminder, in order to continue to provide the highest quality learning opportunities and care for children. She maintains a professional development file in which she clearly reflects and highlights ways that she can

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provision

extend and enhance her own already strong skills and development. Therefore, the childminder can maintain and improve her already excellent knowledge and practice.

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provision

The excellent partnerships with parents contribute very significantly to meeting children's learning and development needs and promoting their well-being superbly. Therefore, this ensures they are very confident to leave their children in the childminder's care. There is a very high level of communication with parents, ensuring superb continuity of children's care, learning and development. The extensive two-way sharing of written and verbal information, enhances parents' experience and extends children's learning. This, combined with a parent pack, which includes a children's information document and newsletters means that they are kept very well informed about the childminder's setting, and they are superbly involved in promoting their children's progress and well-being. The childminder is very proactive in providing opportunities for parents to share their views about all aspects of her provision, including through questionnaires. Children are also fully involved in the

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provision

evaluation of the provision. Older children complete an 'All About Me' document and complete their own questionnaires. The childminder uses their views to identify and address any areas of development. All of which ensures that parents and children have an exceptional real say and effectively, alongside the childminder, ensure she continues to provide excellent learning opportunities and superb care for children. Partnerships with others involved in the care of children are extremely effective and ensure their learning and development is continued and built upon expertly.

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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 EY376255 Local authority Rotherham Inspection number 955677 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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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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