Childminder in Rotherham

Inspection date

Previous inspection date 22/05/2014 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 consistently encourages the children's physical skills, communication and personal and emotional development.  The quality of teaching is good and the children make secure progress in their learning. They develop many of the skills that help them to be confident and ready for school.  Careful consideration is given to the safeguarding and welfare requirements. The children's health needs are positively addressed and good care practices successfully promote children's safety.  The childminder is a reflective practitioner who effectively uses self-evaluation to improve the quality of provision and outcomes for children.

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It is not yet outstanding because

 Some aspects of partnership working are not fully robust as the childminder has yet to build effective communication links with all the different settings that minded children attend.  There is scope to improve the opportunities for parents to share observations on children's learning, so this knowledge can be used to help plan and share ideas about how to move children forward.

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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 participating in a range of indoor and outdoor play and learning opportunities.  The inspector carried out a joint observation with the childminder.  The inspector sampled a range of records and supporting documentation.  The inspector held discussions with the childminder during the inspection.  The inspector took account of the views of parents by reading questionnaires.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works from the home of her co- childminder, who lives in Rotherham with her husband adult child and one child aged 14 years. The whole of the ground floor, the first floor bathroom and the garden are used for childminding. The family has a pet rabbit. The childminder visits the shops, parks and other places of interest with children on a regular basis. She collects children from the local schools, nursery and pre-schools. There are currently 11 children on roll, 10 of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7.30am to 6.30pm, Monday to Friday, with the exception of family holidays.

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

 enhance the links with other providers that children attend to ensure that more information about children's learning and development is shared

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

 promote an ongoing sharing of regular two-way observations on learning with parents, and use this shared knowledge and understanding to plan together and think through ideas of how to move the child forward.

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who attend

The childminder works harmoniously alongside her co-childminder to provide a service which successfully meets the requirements of the Early Years Foundation Stage. She has a good understanding of how children learn, and this has a positive impact on the progress children make towards the early learning goals. The childminder consistently plans for the children's next steps by using the information gathered from observations and assessments. She recognises the importance of sharing information with parents. Consequently, she maintains a regular exchange of verbal and written information through the use of 'learning journeys' and diaries. However, there is scope to work even more closely with parents in order to share regular two-way observations on learning and use this shared knowledge and understanding to plan together and think through ideas of how to move the child forward.

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who attend

The children are happy and participate in the stimulating range of activities with enthusiasm. They enjoy a good balance of planned play experiences, along with opportunities for free expression and exploration. For example, the children confidently and independently engage in imaginative play with dolls, prams and other less familiar resources, such as pretend fire-fighting equipment. Similarly, during the planned adult-led outdoor activities the children brim with excitement. They confidently use magnifiers to search for a spider, and collect grass and leaves to create an interesting environment for the mini-beasts they are learning about. The children are also fascinated and delighted when bark chippings posted through plastic tubing disappear and re-emerge at the other end. Throughout the session, the quality of teaching is good. The childminder skilfully allows the children time to talk, think and overcome the problems they encounter, such as

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who attend

how to fill up the watering can and how should they remove the standing rainwater from the see-saw. Language freely flows, and the children eagerly demonstrate their growing understanding of words and phrases. They are self-assured and confident to ask for help when necessary. The children also demonstrate tenacity as they attempt to do things for themselves, such as putting on their shoes and coats.

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who attend

Opportunities for the children to develop good physical skills are plentiful. Large motor skills are enhanced through the use of swings, slides and climbing resources, while threading beads and mark-marking tools are provided to help the development of fine motor skills. Overall, the children are supported to make good progress in their learning and development, and secure many of the skills that will help them be prepared for the next stage in learning, such as starting school.

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

The childminder and her co-childminder work effectively to provide a warm and homely indoor environment for the children. For example, there are cosy areas where the children are able to make themselves comfortable on beanbags, read books or play quietly. The toys and equipment are good quality, clean and easily accessible; this allows the children to make choices and extend their own ideas. Some multicultural resources are available to promote the children's understanding of equality and diversity. However, this is an area of the provision identified by the childminder for development.

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

The children have an increasing understanding of how to keep themselves safe, as a result of the childminder's consistent guidance and support. The childminder also teaches children about leading healthy lifestyles, including the importance of hand washing and exercise. The daily routines are well organised and children are encouraged to increase their self-help skills by participating with small tasks. For example, they help to prepare their mid-morning snacks by slicing bananas and strawberries and carrying their own bowls to the table. This successfully develops the children's confidence and shows how their contributions are valued.

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

The children's behaviour is very good because the childminder is caring, and keen to ensure that children know what is expected of them. Praise is used freely and the children are respected. The childminder works hard to develop a trusting relationship with the children as she understands the importance of strong attachments. A key-person system is implemented to ensure that every child's learning and care is tailored to meet their individual needs. Photographs of the children's families are displayed, and daily routines are adapted as necessary to provide an inclusive environment. Overall, good systems are in place to build children's resilience as they become emotionally ready for their move to school.

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provision

The childminder has a sound understanding of the need to reflect on her childminding practice, in order to identify areas for further improvement. In partnership with her co- childminder, she effectively monitors the delivery of the educational programme and monitors the children's progress. Self-evaluation reflects the opinions of staff from the local authority. The targets set for improvement are precise, measurable and focused on improving quality. For example, the childminder has accurately recognised that there is scope to improve the outdoor provision, along with the range of activities to help children learn about equality and diversity.

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provision

The childminder has a sound understanding of the procedures of the Local Safeguarding Children Board, along with a good knowledge of the signs and indicators of abuse and neglect. This ensures that she is ready to act, without delay, if she has any concerns about a child's welfare. The premises are secure, and systems are in place to regularly update the risk assessments in order to maximise the children's safety. All of the required policies, procedures and parental consents are in place. This supports good relationships with parents and helps them gain a good understanding of the operation of the setting. However, partnerships with others involved in the care and learning of the children are not fully in place. The childminder works in partnership with some of the other settings that children attend in order to ensure that important information about their learning and development is shared. However, this work has not been fully extended to include all the

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provision

practitioners who are involved with minded children. As a result, there is more to do to strengthen communication links with some partners. The childminder has undertaken training and is consistently looking to see how she can further her knowledge and qualifications in order to improve the service and outcomes for children.

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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 EY460312 Local authority Rotherham Inspection number 945837 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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