Childminder in Sheffield

Inspection date

Previous inspection date 02/06/2014 30/04/2009

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early years provision

This inspection: 3 Previous inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder's safeguarding procedures are sufficient. This ensures that children's welfare is protected and they are kept safe from harm.  Children feel safe and secure in the care of the childminder and thrive as a result of her warm affectionate approach. This enhances their emotional well-being.  Children behave well in the setting because there are clear boundaries in place which they are able to follow.

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It is not yet good because

 Observations of children's learning are not rigorously assessed in order to monitor where they are in their development, so that the childminder can plan effectively to support continued progress in their learning through effective teaching.  The childminder does not closely monitor how well she is promoting educational programmes or how children are progressing towards the early learning goals. This does not ensure children are supported to make the best possible progress.  There is scope to improve the outdoor environment so that children can learn about growth and changes over time, for example, through helping to grow fruit, vegetables and plants.  The organisation of toys and resources does not fully support younger children to make independent choices and decisions about their play.

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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 children's play, both indoors and outdoors, including adult-led and child-initiated activities.

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Inspection activities

 The inspector looked at children's records, evidence of the suitability of adults living in the setting, safeguarding procedures and a variety of other documentation.  The inspector viewed a sample of the children's development records.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day of inspection.

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Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and on the compulsory and voluntary part of the Childcare Register. She lives in the Hillsborough area of Sheffield. The whole ground floor of the home is used for childminding, with toilet facilities on the first floor. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. There are currently eight children on roll, of whom four are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except Bank Holidays and family holidays.

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must:

 implement a robust system of assessment in order to clearly identify children's achievements and the next steps for their learning, and use this to plan and provide well-targeted activities and experiences that are tailored to individual children's needs and promote their good progress across all areas of learning

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must:

 improve systems to monitor the delivery of educational programmes and children's development, to ensure all aspects of each area of learning are fully covered and to obtain an accurate assessment of each child's skills, abilities and progress.

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

 improve the outdoor provision to inspire children in their investigation and exploration of the natural environment, for example, by providing opportunities for them to grow and tend fruit, vegetables and plants

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

 enhance younger children's independence, for example, by reviewing the organisation of resources in the playroom, to enable children to make more independent choices to support and extend their play and learning.

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who attend

The provision for children's learning and development requires some improvement to ensure that the quality of teaching is good. Initial assessments are carried out using information from parents about what their child already knows and can do. This helps the childminder to ensure that play opportunities are appropriate and based on children's development needs, relative to their starting points. Observations of the children during activities are recorded in their learning journals, which parents are able to view and read. This ensures they are involved in their child's progress and development. Currently, the childminder carries out assessments of the children, but does not effectively use this information to help her when planning activities for the next steps in their learning. As a result, her assessment of children's abilities is not used with full effect to plan consistently challenging activities tailored to children's individual learning needs across all areas of

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who attend

learning. This has some impact on the progress that children are able to make.

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who attend

The childminder is actively involved in children's play. She interacts well with them and she explains, questions and encourages them to explore, have a go and try new things. This supports children's self-esteem and confidence. For example, during an activity to stimulate the children's interests and imagination about butterflies, the childminder asks open questions to help the children think and make connections in their learning. She praises children's achievements and uses noticeable body language, such as smiles, shrugs and giggles, to demonstrate her pleasure. As a result, children have the confidence to explore further and try new things. Throughout the activity, older children engage in conversation, prompted by the childminder, who encourages them to describe what they are drawing and what colours and shapes they are using. She encourages the younger children to repeat words and copies their sounds. Consequently, children develop their

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who attend

language and communication skills. Through a range of craft activities, children of all ages are encouraged to use their imagination and be creative. This means that the children are motivated to learn. School readiness is supported by a suitable emphasis on learning about letters, numbers, colours and shapes.

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who attend

Children's ongoing progress and development is appropriately shared with parents on a daily basis using a journal for each child. This supports parents in extending children's learning at home. The childminder is fully aware of the need to complete the progress check at age two and to provide parents with a written summary of their children's progress in the prime areas of learning. Parents are very complimentary about the childminder and the positive effect she has had on their child's progress.

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

The childminder provides a warm and welcoming environment where children feel emotionally secure. All children form strong bonds with the childminder and are happy and content in her care. She responds well to children's emotional needs and recognises when they need reassurance and comfort. Information is gathered from parents about their child's needs before they start. For example, the childminder requests information verbally about what their child is interested in and their sleeping and eating routines. Settling-in arrangements are tailored to meet the requirements of each individual child and their family. The childminder is a good role model who provides clear and consistent guidance for children's behaviour. She teaches children about acceptable behaviour and supports them in learning how to share, take turns and respect each other's feelings. As a result, children's behaviour is very good. The childminder gives the children lots of effective

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

praise and encouragement. This builds their self-esteem and prepares them well for their future move on to nursery or school. Children learn how to keep themselves safe through the guidance that the childminder gives to them. Activities are planned that help children learn about safety and potential dangers. Fire drills are carried out on a regular basis so that the children know what to do in an emergency situation.

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

Children are developing a satisfactory understanding of the importance of living a healthy lifestyle. At mealtimes, while the childminder gives the children meals provided by their parents, children are encouraged to help prepare their meal and to feed themselves. During this time, the childminder takes the opportunity to chat to them about the food they are eating. Children increase their understanding about health and hygiene through established daily routines. For example, they learn to wash their hands after playing outdoors and prior to preparing and eating food. Children use the outdoor environment throughout the year to enjoy sand and water play, and they are very active on the enclosed trampoline. This means children learn that outdoor play is not just an activity for fair weather and, as a result, they benefit from lots of fresh air. However, there is scope to improve the outdoor space so that children can learn about growth and changes over

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

time, for example, through helping to grow vegetables, fruit and plants.

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

There is a good selection of toys and equipment, which allows easy access to promote children's choice. However, while this is good for older children, there is scope to extend access to toys for younger children to better support their independence and help them make decisions about their play.

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provision

The childminder understands her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She is fully aware of the potential signs of abuse and neglect and she understands the procedures for reporting concerns. She completes risk assessments to make sure hazards are minimised, and ensures children are appropriately supervised at all times. All statutory documentation, such as written parental consents and a daily register, are in place, which promotes children's welfare. Suitable policies and procedures help ensure that parents also understand the duty of the childminder to protect children. Consequently, children are kept safe.

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provision

The childminder demonstrates a reasonable understanding of the Early Years Foundation Stage learning and development requirements. She has satisfactory knowledge of the areas of learning. However, she does not effectively monitor the quality of the educational programmes and the children's development to identify the progress children are making in their learning.

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provision

The childminder shows an adequate commitment to the continuous improvement of her provision. She has attended several sessions of training so that she can further improve her knowledge of children's learning and development. She also demonstrates reasonable use of self-evaluation to help her identify strengths and any areas to improve. Since her last inspection, she has developed a system to record accidents, medication and incidents. She also has developed her risk assessments so that they are carried out regularly and reviewed if an incident occurs. The childminder demonstrates an appropriate understanding of the importance of working with other professionals in order to ensure that children receive appropriate support tailored to their individual needs. A reasonable partnership is in place with parents to help support children's overall development. The childminder responds sensitively to children's individual needs and takes on board parents'

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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 300055 Local authority Sheffield Inspection number 887876 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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