Childminder in Doncaster

Inspection date

Previous inspection date 21/03/2014 18/10/2011

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early years provision

This inspection: 2 Previous inspection: 2 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

 There is good support for children who speak English as an additional language. This is because the childminder provides a good balance of communication and activities to develop their English skills, while fostering and embracing their Polish.  The children are happy and they enjoy making safe and independent choices in their play, selecting from resources organised in the bright and stimulating playroom.  The children are settled and they feel emotionally safe in the care of the childminder and her assistant because they gather good information from parents to ensure they are aware of children's needs. Through a nutritious diet and outdoor activities, the childminder supports children in leading a healthy lifestyle.  The home is safe, and through risk assessments and understanding of safeguarding issues, the childminder safeguards and promotes children's welfare.

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It is not yet outstanding because

 The childminder is not always providing a wide range of natural resources, materials, media and textures for children to explore and describe. Therefore, educational programmes are not exceptional and consistently of very high standard.  Hygiene practices are not always of a consistently high standard to promote children's health at all times.

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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 spoke with the childminder and assistant at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning records, planning for children and a selection of policies and procedures, and discussed the childminder's arrangements for self-evaluation.

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Inspection activities

 The inspector took account of the views of parents through discussions with the childminder.

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Inspection activities

 The inspector checked evidence of qualifications and suitability of the childminder, her assistant and other household members.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and child aged five years in the Clay Lane area of Doncaster. The whole of the ground floor, the first floor guest bedroom and the garden are used for childminding. The childminder works with an assistant. She attends a toddler group and activities at the local children's centre. She visits the shops, park and other places of interest with children on a regular basis and takes and collects children from local schools, nursery and pre-schools. There are currently nine 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 6.30am to 5pm, Monday to Friday, except Bank Holidays and family holidays. She provides funded early education for two-, three- and four-year-olds and supports children who speak English as

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Information about the setting

an additional language. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 enrich the educational programme for expressive arts and design by offering a rich and highly stimulating range of different media, natural resources, materials and textures, so that children extend their vocabulary by freely exploring and describing the characteristics of everyday objects

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

 intensify hygiene routines, for example, after nappy changing, so that procedures are consistent in promoting children's understanding of health to high standards at all times.

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who attend

The childminder has a secure understanding of how young children learn and develop. Therefore, the quality of teaching is good and this means all children progress well in their learning, given their starting points. The childminder and her assistant are actively involved in children's play. Therefore, during child-initiated and planned activities, they skilfully encourage, question and support children's progression. For example, the childminder supports children's communication and language skills well by providing a running commentary and asking a good range of open-ended questions. In addition, she cares for a number of children who speak English as an additional language. She makes good use of visual aids, taped stories, songs and rhymes to support their language and communication skills. She is very mindful of children's first language and she fosters and embraces this by ensuring she offers a good balance of communication in English and

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who attend

Polish. For example, when singing, children eagerly shout out they want the 'spider' song, and she explains to children the English and Polish word for spider. This effectively supports children in gaining the necessary English skills they need, while embracing their cultural backgrounds. This contributes to narrowing the gaps in children's learning and provides them with a strong sense of belonging because their heritage is valued. The childminder makes good use of her observations to monitor and assess children's progress across all areas of learning. Through tracking children's progress, she has a secure understanding of their skills, abilities and learning needs. Therefore, she plans a good range of activities to support children in making good progress in their learning and readiness for school, given their starting points. For example, young children enjoy making marks and chalking on the path and they are eager to look at books. In addition, she

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who attend

introduces young children to number and simple mathematical concepts through everyday activities. For example, children use number when singing songs, she talks to them about their tall towers and she encourages children to solve problems when completing their jigsaws puzzles. These activities contribute to promoting children's learning in literacy and mathematics.

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who attend

The childminder organises her playroom so that children can make safe and independent choices in their play. This results in children approaching their play with enthusiasm because they access the resources they enjoy. This supports children in being independent and active learners. Therefore, they are willing to try new things and to have a go. In addition, the childminder ensures children access a good balance of adult-led and child-initiated activities. For example, she plans outings to enhance children's learning experiences. Children enjoy going on walks to feed the ducks and when on outings, they look at nature and learn about the community in which they live. This effectively promotes children's progress in understanding the world. Overall, children are creative and imaginative learners, and this fosters their development in expressive arts and design. They enjoy role-play activities, such as pretending to change their doll's nappies, settling

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who attend

them to sleep and taking them for walks. In addition, the childminder plans daily art and craft activities, such as painting or playing with the dough or water. In addition, children explore 'treasure baskets' full of different sensory items at the children's centre and different materials during planned sticking activities. However, the majority of the resources in the playroom which children have free access to are plastic. They have less independent access to a wide range of rich and highly stimulating textures, materials, media and natural resources within the home. Therefore, the childminder is not always making use of these resources to encourage children to explore and describe the characteristic of everyday objects, to further extend their vocabulary, imagination and creativity.

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who attend

The childminder has good relationships with parents. She shares beneficial information with them about their child's day, progress and needs. For example, she regularly discusses with them her observations and children's progress records. Therefore, ensuring parents are aware of their child's learning needs. In addition, she discusses with parents why she provides certain activities and the value of play so that parents can support their child's learning at home. Through a wide range of policies and procedures, the childminder provides good information for parents about the service and learning provided for children. This includes the translation of documents to support parents who speak English as an additional language, ensuring her service is inclusive in meeting the needs of children and service users.

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

The childminder and her assistant have good relationships with children. They know them well because they gather good information from parents when children first start in their care. For example, the childminder completes all relevant documentation and she uses settling-in visits and discussions with parents to find out about children's routines, likes, progress and needs. She gradually builds up the time children stay without their parents, to ensure they become familiar with their new surroundings. She ensures she incorporates children's individual routines into the day, such as their sleeping patterns. This contributes to promoting continuity for children. Therefore, the transition from home to her care provides stability and security for children. This effective transition from home, positive relationships and close bonds with the children ensure they feel safe and emotionally secure in her care. This effectively supports children's progress in their personal, social

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

and emotional development. The childminder also provides good opportunities for children to go to groups, so that they mix and play with other children. This contributes to supporting children's future learning, such as starting school or nursery. This is because the childminder encourages children to be sociable, independent and confident learners who have the self-assurance to positively embrace change.

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

Overall, the childminder supports children in leading a healthy lifestyle, especially through diet and exercise. For example, children have good opportunities to play outdoors and engage in physical activities. They enjoy playing in the garden, going on walks and visiting the park. These opportunities enable children to be active and to enjoy the benefits of playing in the fresh air. For example, children enjoy climbing on the castle in the garden, playing with balls, and pushing and pulling their wheeled toys up and down the garden. These activities effectively support children's physical development. The childminder successfully promotes children's health through providing a nutritious range of meals and snacks. This encourages children to make healthy choices and to talk about the benefits of eating well. Through everyday routines, such as hand washing, children independently wash their hands at appropriate times throughout the day. This supports children in

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

having good self-care skills and an understanding of effective hygiene practices. The children enjoy using the nappy changing mats the childminder uses for their dolls, copying the routines the childminder adopts when changing their nappies. On occasion, children lie on these mats, and sometimes, after changing children's nappies, the childminder is not routinely wiping the mats after use. Therefore, effective hygiene routines are not always of consistently high standards to support children's exceptional understanding of health and hygiene.

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

The childminder manages children's behaviour well. Through praise, she celebrates their achievements and this means children have high self-esteem and confidence in their own abilities. For example, she lets children know she is pleased with them when they sing the songs and copy the actions. The childminder is a positive role model for children and she provides consistent boundaries and routines. Therefore, children know what she expects of them, and this results in children behaving well. For example, during play and discussions, she encourages young children to be kind, share the resources and take turns. In addition, by taking children to groups, they mix socially and play with other children. This supports children in having cooperative and harmonious relationships with their peers. The children are developing a good understanding of how they can keep themselves safe. For example, the childminder organises her resources so that children

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

make safe and independent choices in their play. In addition, she involves them in fire evacuation practices and routinely talks to them about the importance of road safety on outings.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She is aware of child protection issues, such as the possible signs of abuse or neglect, and her responsibilities in monitoring and reporting concerns to appropriate agencies. She secures this knowledge through her detailed safeguarding policy and training. She includes in her policy the procedures for dealing with allegations against herself and household members, which includes working with other professionals during any investigations. This knowledge and understanding of safeguarding issues contributes to her protecting children from harm. In addition, all adults living or working on the premises complete relevant suitability checks to ensure they are suitable to have contact with children. This contributes to keeping children safe. The childminder provides

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provision

a safe learning environment for children to play. She works well with her assistant and they deploy themselves effectively, which contributes to supervising children at all times. This close supervision, alongside risk assessments and daily safety checks, ensures good precautions are in place to minimise the risk of accidents and injury. In addition, the childminder maintains and implements a wide range of policies and procedures. These contribute to her having a good understanding of her responsibilities in promoting and safeguarding children's welfare. For example, her policies clearly outline how she handles concerns, the importance of recording any accidents or injuries children arrive with, and suitable methods for managing children's behaviour, including supporting older children to independently use the toilet. The childminder's assistant is fully involved in devising these policies and procedures. Therefore, he fully understands his roles and responsibilities in

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provision

The childminder's commitment to improving her service and provision for children is good. Through seeking support from her local authority, other professionals and self-evaluation, she has a good understanding of her strengths and areas to improve. This means she takes positive steps to improve the provision for children. This includes successfully addressing the recommendations from her last inspection. For example, by improving the information she gathers from parents when children first start to attend, she is fully aware of their starting points and needs. She effectively monitors children's progress to ensure she plans a good range of activities to support their learning and progression. The childminder's approach to promoting her personal effectiveness through a programme of professional development is good. For example, she is working towards a recognised early years qualification at level 3. As a result of this, the childminder uses the skills and

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provision

knowledge she gains to support her in improving the provision for children. For example, through training the childminder is gaining a greater understanding of how young children learn, therefore, improving the quality of teaching and practice. In addition, her assistant is open to any training courses that improve his knowledge.

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provision

The childminder has good relationships with parents. Through discussing children's progress and day-to-day care, they work well together to meet children's needs. In addition, through her policy file, she ensures parents are aware of the service provided for children. This information sharing contributes to promoting continuity in children's care. The childminder explains that parents say they are happy with her service. Through discussions, she encourages them to share their views and ideas about the service or any improvements to support their children. As a result, she reflects parents' wishes when planning for children's needs. The childminder has a good understanding of working with other settings involved in children's learning. Therefore, she finds out what children are learning and experiencing in school so that she can complement this when planning for their progression. In addition, she knows how important it is to work in partnership with

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provision

other professionals or external agencies. Therefore, all measures are in place for seeking intervention or for supporting children who may need additional support or help in their learning. Therefore, she supports all children in making good progress, given their starting points, including children who speak English as an additional language.

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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 EY424071 Local authority Doncaster Inspection number 954564 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 9 Number of children on roll 9

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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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