Childminder in Rotherham

Inspection date

Previous inspection date 10/04/2014 25/07/2013

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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 make very rapid progress in their learning, they are supported by a highly skilled childminder who has high expectations of them. As a result, they are offered a wealth of stimulating and innovative activities that challenge their thinking and help them to develop their ideas.  An exceptional commitment to parental involvement at all levels means parents have a thorough understanding of how excellent quality teaching promotes children's learning. This means children enjoy high levels of support at home because activities are shared with parents to help them promote their children's learning.  The childminder is proactive in developing very strong partnerships, this ensures, children receive outstanding levels of support during transitions. This means their need for additional emotional support during periods of change is met exceptionally well.  Children's safety is given the utmost priority at all times. Safeguarding measures are

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This provision is outstanding

rigorous and the childminder helps them to develop an excellent understanding of how to keep themselves safe.  Continuous improvement is driven forward by the childminder's motivation to improve her skills and further her professional development. She has a precise overview of her strengths and swift action is taken to address any weaknesses.

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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 activities in the main playrooms and the outside learning environment.  The inspector conducted a joint observation with the childminder.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of the childminder's suitability and qualifications, the provider's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents from information included in the setting's own parent survey.

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Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in the Swallownest area of Sheffield. The whole of the ground floor and the rear garden are used for childminding. The family has hens and ducks as pets. The childminder visits the shops and park on a regular basis and collects children from the local schools and pre- schools. There are currently 13 children on roll, seven of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.15am to 6.45pm, Monday to Friday, except bank holidays and family holidays. 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:

 continue to explore ways in which information recorded about children's progress can be collated to make it easier for parents to track their children's progress through one comprehensive set of documents, rather than having different pieces of information in different formats.

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who attend

The children in the childminder's care make excellent progress in their learning. They are supported by a highly skilled, motivated practitioner who has high expectations of each child. Her outstanding knowledge of how superb quality teaching promotes children's progress means they enjoy a wealth of innovative a stimulating activities. She continually challenges their thinking, such as, using a project of building dens to reflect each season. Children share their ideas about what materials to use. For example, building a winter igloo from plastic milk bottles and working out the best materials to use to stick them together. The setting is bright and welcoming with large vibrant displays of children's work. Space is planned exceptionally well to optimise learning opportunities for children and promote their wellbeing. For example, the playrooms have a wealth of interesting resources that support creative play, model making and messy play. Trips to local places

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who attend

of interest significantly enhance children's learning experiences and help them to understand the community they live in. All educational programmes are evaluated to ensure they are supporting children's continuing progress towards the early learning goals. The childminder is fully committed to helping children achieve the targets set for them. She has an excellent understanding of where each child is in their development, which ensures they are provided with stimulating educational programmes that significantly enhance their learning. Children experience a very good balance of child-led exploration and adult-led learning, they have a wealth of exciting activities and resources offered to them.

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who attend

The childminder demonstrates an exceptional commitment to involving parents in children's learning. She keeps them very well-informed about their children's activities and progress. Detailed information about children's starting points and their interests is obtained from their parents. This is regularly updated through discussions with parents and each child has a daily diary where parents can add information. This means the childminder has an exemplary understanding of each child's needs and thus, she can develop individual learning plans that are tailored to target the needs of each child and focus on the skills they have already gained. As a result, children are provided with imaginative adult-led activities that challenge their thinking and help them to extend their skills. For example, they use a wide range of media to develop their early writing skills. Development records show that all children are achieving exceedingly well from their

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who attend

starting points, across all areas of learning. Scrap books keep a record of children's work and the activities they have enjoyed. Observation books record snapshots of children's progress and include photographs of them engaged in a wide range of interesting activities. Daily diaries also provide an over view of each child's day. In addition, the childminder completes a tracking book to monitor children's progress against the expected milestones for their age. Although the childminder has a detailed record of children's progress, tracking of their progress is not always easy for parents to follow, the information is kept in too many different formats. The required progress check at age two has been completed with parents, for relevant children.

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who attend

The childminder has excellent partnerships in place with the local infant school and other early years providers. The support she offers to children, such as regular visits to school, means children are confident and very well-prepared when it is their turn to move on. Detailed assessments ensure information shared about children's learning is accurate and precise.

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

When children enter the childminder's, the short settling-in sessions they enjoy with their parents, help to smooth transition, providing some continuity in their care. She has an exemplary understanding of how strong relationships promote children's wellbeing. This ensures children develop strong, secure attachments early in their care and receive consistently high levels of support at all times. Children in the childminder's care demonstrate they are extremely confident and self-assured. They welcome visitors and are keen to show off their skills. The support children receive to get them ready for transition into school is exceptional. Daily routines, such as, mealtimes, familiarise them with the routines they will experience in school. The childminder visits the local school with them so that they become familiar with the setting and the Early Years Foundation Stage teachers. As a result, children are well-prepared for the changes, well as, they have support from

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

familiar adults when they enter the school setting.

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

Children's safety is given utmost priority without restricting their independent exploration. The childminder is vigilant at all times ensuring children are supervised very well and kept safe. Children are encouraged to risk assess for themselves and consider the needs of others. They show their understanding of safety rules, such as, only one child being allowed on the trampoline at once. They are taught to use small tools safely and they develop spatial awareness while chasing bubbles in the garden. As a result, they are developing a superb understanding of how to keep themselves and others safe. The childminder encourages children to share, take turns and consider the needs of other. As a result, they are developing a thorough understanding of right and wrong and behaviour is excellent. The childminder promotes their understanding of staying safe in the community by teaching them about road safety and 'stranger danger'. Children are increasing their

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

knowledge of equality and diversity through a range of activities, such as, exploring different countries during role play, stories, and through every day discussions. They are learning to embrace each other's differences, the childminder gives them simple, age- appropriate explanations. As a result, children are learning to tolerate each other's differences and are developing strong peer relationships. The childminder attends groups at the local children's centre and links with other childminders. This helps children to build relationships in a larger social group and thus, they are well-prepared when they move on to the next stage in their learning, which is usually school.

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

Children enjoy the benefits of outdoor play and learning in all weathers. The garden provides them with a wealth of opportunities for developing their skills and enjoying outdoor teaching. For example, a mud patch provides them with an area where they can dig, hunt for bugs and make mud pies. In hot weather, children enjoy play in the paddling pool and the trees around the garden offer them some privacy. The children are able to access the well-equipped garden whenever they wish and they also participate in outings where they can test their skills on large play equipment, or build dens from branches and leaves. This means they develop physical skills, while learning how exercise supports their overall health and well-being. Children enjoy a wide variety of healthy, nutritious, home- cooked meals. Discussions at meal times help children to understand how making healthy choices promotes their overall health and well-being. The menu is shared with parents

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

each week and they are asked for their suggestions. Children learn personal hygiene through robust routines, including brushing their teeth and this helps them to be independent in their self-care when they move onto school.

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provision

The childminder has an excellent understanding of child protection issues and children's safety is given utmost priority. The premises are kept secure at all times. A register of the children's attendance, including when they arrive and leave, is in place. The childminder supports parents' understanding of her practice by providing them with copies of policies and procedures so they fully understand the service she provides. The childminder has attended safeguarding training to develop her knowledge of how to keep children safe. She conducts daily checks of the premises and equipment to ensure the environment is safe and suitable for children. Risk assessments are in place and reviewed regularly. She holds a current first aid certificate, which means that she can give appropriate treatment if there is an accident to a child in her care. The childminder is exceptionally motivated to drive improvement and continually raise the

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provision

already high standards of her provision. She continually evaluates the service she provides and makes a precise and accurate assessment of her strengths and weaknesses. This means swift action is taken to address any areas identified for improvement, for example, improving the garden to make it more freely accessible to the youngest children. To ensure very high standards are sustained, the childminder seeks the views of parents and children and takes into account their ideas when planning changes. She is highly motivated to improve her skills through a programme of professional development and attends a large number of training courses to develop her knowledge and skills, such as working with 'looked after' children.

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provision

The childminder holds an relevant level 4 qualification and this means she has a detailed knowledge of the learning and development requirements. She constantly monitors the effectiveness of planned learning to ensure children's experiences offer them optimal challenge, and help them to maintain rapid progress across all areas of learning and development. Parents and children are actively involved in planning and this means the service the childminder provides meets their individual needs. She links with other childminders to mentor and offer support, the childminder shares good practice with them.

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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 302989 Local authority Rotherham Inspection number 961954 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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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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