Childminder in Doncaster

Inspection date

Previous inspection date 13/05/2014 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 is well organised, with a professional approach to her work, which means that she aims to provide her best for the children in her care.  Children benefit from a wide range of activities which the childminder bases on their interests. As a result, children are continuously engaged in purposeful play.  Children benefit from consistent care because the childminder builds strong partnerships with parents.  The childminder has good planning and observation methods, which helps her to track children's learning and tailor her teaching methods.

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It is not yet outstanding because

 The childminder occasionally uses closed questions, which does not fully support children's critical and creative thinking skills.  Occasionally, the childminder takes over some self-care skills that children could do themselves, which dos not fully support their independence.

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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 children at play in the childminder's home.

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Inspection activities

 The inspector and childminder discussed how the childminder evaluated the morning's activities.  The inspector examined a range of documents and records.

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Information about the setting

The childminder registered in 2013 and lives with her husband and two young children. They live in a house in Brighton, East Sussex near to schools, shops and parks. The majority of the ground floor of the property is used for childminding. There is a garden available for outside play. She has five children on roll, four of whom are in the early years age group. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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

 develop further the children's critical and creative thinking skills by using open questions and giving children time to think and respond

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

 enhance children's independence and self-care skills consistently, particularly at meal times.

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who attend

The childminder has a good understanding of how to meet the learning and development requirements. She provides a broad and balanced curriculum, which covers all areas of learning, with activities and themes based around children's interests and abilities. She gets to know each child's learning style and starting points, and organises a good balance of adult-led and child-initiated play. This helps children to engage in purposeful play and make good progress in their abilities and skills.

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who attend

The childminder gets onto children's level and talks with them continually as they play. She uses key vocabulary and repetition to help children become familiar with new words and is skilled at developing conversations. Children enjoy chatting with the childminder and become confident talkers. The childminder differentiates between different age groups by using more complex sentences with older children and including a wide range of vocabulary. With younger children, the childminder uses clear single words and shorter sentences. This helps all children to learn at their own rate while playing together. Children enjoy looking at books and the childminder includes trips to the library as a regular activity. Children see lots of words and word labels in the play environment. The childminder uses the beginning sound of words to encourage children to learn about letter sounds and the alphabet. As a result, children know that print carries meaning and

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who attend

become familiar with the alphabet. Children benefit from a wide variety of craft and art media and materials. Regular use of pencils, chalks, paint and dough means that children enjoy making marks in different ways and practise early writing. The childminder skilfully builds on children's interests, such as having a theme of mini-beasts when children became fascinated by creatures they found in the garden. The childminder weaves in mathematical learning as children count how many creatures they have cards for and whether things are bigger or smaller. This helps children to learn about number as part of general play. The childminder also teaches particular skills in one-to-one activities according to children's learning needs. For example, children who can confidently count have special activities to build their number recognition. Children enjoy using the toys and resources in different ways and use their imagination to create picnics and role play at

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who attend

shops. The childminder builds on their ideas by asking questions to help them extend the activity. However, sometimes the childminder uses closed questions and does not consistently give children time to think and respond. This does not fully support children's critical and creative thinking.

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who attend

The childminder meets with parents to establish children's starting points before they start attending her setting. She makes close observations of children as they settle in to learn about their level of achievement and their confidence and interests. This helps her to plan activities which engage and challenge children. The childminder relates her observations to children's expected levels of achievement in each area of learning, using published guidance. She uses this to track children's achievements and identify any achievement gaps. As a result, she will tailor plans to give children activities, which consolidate their emerging skills and build on stronger areas. The childminder understands the importance of the progress check at age two, and has taken steps to learn how to carry this out. The childminder writes regular summary reviews of children's overall progress to share with parents and establish children's next steps. Children are making good progress from their

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who attend

starting points given their capabilities, and show rapid progress in areas where there are achievement gaps.

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

The childminder is a very effective key person for minded children. She tailors the settling- in process to make sure that children and parents are confident to separate, and children soon become secure and settled. They are confident to explore and benefit from the childminder's warm and engaging manner. Children have their own belongings in the childminder's house and their own display area. As a result, children feel a strong sense of belonging. The childminder has created a good learning environment in her home. Children can easily reach a wide range of toys and play equipment, which includes natural, household and homemade items. This helps to support their independence and curiosity to explore. Outdoors, children have open space to explore nature and are helping to develop the outdoor area by choosing plants which will attract bees and butterflies. Children can also choose activities form across the curriculum while playing outdoors, which suits active

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

Children have good opportunities to learn about healthy lifestyles. They eat healthy snacks and meals, which include fruit, and have water or milk to drink. Children know they must wash their hands before eating and after using the toilet, and also know to put tissues straight in the bin. This means that children adopt good routines which help to minimise the risk of cross infection. Children enjoy a wide range of outings and regularly play out in the fresh air. They learn to manage a good range of self-care skills such as wiping their faces after eating although occasionally the childminder takes over tasks children could do themselves. This does not fully support their independence. Children enjoy riding bikes and developing their skills in throwing and catching. They also manipulate small items, building towers with connecting bricks and operating technological toys. This builds their small muscles. Children learn how to manage their safety because the childminder

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

explains to children how to use things safely and be gentle with their friends.

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

Children are well-behaved. The childminder has clear and simple rules so children know what is expected of them. They cooperate in play and understand how to take turns and share. Children are confident to ask for support when they need it, and enjoy having a go with new toys. The childminder encourages children to be polite and praises them when they spontaneously say thank you and please. Children show pride in their achievements and enjoy looking at their display wall with their photographs and work displayed. This demonstrates that they are acquiring good skills for their future learning.

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provision

The childminder has a good understanding of how to meet the safeguarding and welfare requirements. She has completed safeguarding training and has a policy and procedures should she have concerns about the welfare of a child. The childminder shares these policies with parents so they understand her duties and responsibilities. The childminder has completed thorough and detailed risk assessments of her home and regular outings. She has identified and minimised any hazards, and carries out daily checks before children arrive. The childminder keeps all her records and documentation in a well-organised and professional manner, which underpins children's well-being.

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provision

The childminder has quickly established very effective methods for organising the learning environment and her planning and assessment methods. The childminder consults with mentors to review and evaluate her work so that she can identify and carry out enhancements. For example, she is developing aspects of the garden to further improve it for children's enjoyment. The childminder has also booked onto a variety of courses to build her knowledge and understanding of different age groups, and children's health and well-being. The childminder is also intending to join a quality assurance scheme. This demonstrates that the childminder has a clear action plan to make improvements to her provision. The childminder reviews her routine and activities to make sure that they suit the children who attend. As a result, she changes which groups she visits to make sure that children are engaging in age-appropriate activities.

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provision

The childminder builds friendly and professional partnerships with parents. She provides a range of information such as verbal handovers, communication books and the learning journals. Parents add their comments to communication diaries and summary reviews, which helps the childminder provide consistent care. Parents comment that the children make good progress and are growing in confidence. Where children attend other day care settings, the childminder has developed strong partnerships with other key persons. They communicate regularly to share their records of children's achievements and plan shared strategies to support children into school. The childminder attends groups at the local children's centre and understands how to seek further help and support should children have additional needs.

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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 EY472299 Local authority Brighton & Hove Inspection number 945157 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 5

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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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