Childminder in Rotherham

Inspection date

Previous inspection date 16/06/2014 27/05/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The quality of teaching is good. Consequently, children are acquiring the necessary skills to be ready for school because the childminder provides them with a broad range of activities which cover the seven areas of learning.  The childminder supports engagement with all parents in their children's learning and development in the provision and at home. Accordingly, this shared approach successfully contributes to the good progress children make.  The childminder sensitively settles children into the provision and builds secure emotional attachments with them. Consequently, children are happy and well cared for.  The childminder knows how to protect children and keep them safe because she has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage.

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It is not yet outstanding because

 There are fewer opportunities for older children to talk about information and communication technology and what it can be used for.  Outdoors, there is scope to further extend children's understanding of the world.

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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 playroom and outdoors.  The inspector spoke with the childminder and children throughout the inspection.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, training certificates, risk assessments, policies and procedures and self-evaluation systems.  The inspector looked at children's assessment records.  The inspector took account of parents written views on the quality of the provision.

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Information about the setting

The childminder was registered in 1997 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in the Thorpe Hesley area of Rotherham. The whole of the ground floor, bathroom on the first floor and the rear garden are used for childminding. The childminder has a dog as a pet. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from local schools and pre-schools. There are currently nine children on roll. Of these, three are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She 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:

 build on older children's understanding of information and communication technology, for example, by encouraging them to speculate on the reasons why things happen or how they work

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

 extend the opportunities provided outdoors for children to talk about their community life, for example, by providing small-world models to promote children's understanding of people and communities.

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who attend

The childminder's practice is based on a good understanding of how children learn and develop. She has high expectations of all children based on her knowledge of what they can do on entry to the provision and what they can achieve. The quality of teaching is good, as the childminder takes every opportunity to extend children's learning. She plans a broad range of activities which cover the seven areas of learning and provides interesting experiences that meet the needs of all children. Consequently, children are beginning to acquire the necessary skills they need to support their readiness for school. The childminder monitors children's progress through focused observations and assessments and she uses this information to identify the next steps in children's learning. This knowledge, together with her secure understanding of children's interests, likes and dislikes informs careful planning to promote individual children's progress. As a result,

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who attend

assessments show that children make good individual progress in relation to their starting points. Children approach tasks confidently and the childminder encourages them to demonstrate their learning by leading their own play. For example, older children imitate what they have observed, as they spontaneously place pieces of wood into the vice on the work bench. They show their motivation to maintain focus on their activity, as they persist with turning the handle to make sure the piece of wood does not fall out. Young toddlers pick up large 'pegs' from a 'peg board' and hold them in each hand. They handle small balls and with support from the childminder, roll them down the sloped plastic guttering. Children's communication and language skills develop well, as the childminder continually engages them in conversation and makes eye contact. Skilful questioning by the childminder encourages older children to show their understanding of different media

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who attend

techniques. For example, they tell the childminder that they are painting, not drawing or writing. Young toddlers and older children copy the actions of the childminder, as they press buttons of toys which move and make sounds. However, there are fewer opportunities for older children to talk about information and communication technology and what they can do with it.

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who attend

Parents are involved in the initial assessments of their children's learning, as they are encouraged to contribute information. The childminder ensures that parents are kept up to date with daily progress and activities through the use of a daily diary system. Parents share their children's learning and development at home through verbal exchanges which the childminder takes written account of, to provide continuity. The progress check between the age of two and three years is shared with parents which identifies children's achievements and areas to develop further. This shared approach to children's learning and development contributes to the good progress children make and demonstrates a continuity of learning between home and the provision.

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

The childminder creates a welcoming environment. She is approachable, kind and caring and children behave in ways which show they are forming secure emotional attachments. For example, young toddlers settle readily to sleep after their morning snack and they wake happily, enjoying a cuddle until they are ready to play again. Each child's settling-in period is managed sensitively with their parents who are welcomed to visit and stay, before gradually leaving their children. The childminder talks to parents to find out children's individual care needs, to ensure that the routines she follows are familiar and comforting. This helps to promote a smooth move from home into the provision. Consequently, children are well cared for and happy.

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

Children's personal, social and emotional development is promoted, as they play alongside their peers. Older children talk and gently touch young toddlers who respond by eye contact and smiling. The childminder praises children's kindness, which promotes their self-esteem and encourages positive behaviour. Healthy eating is promoted by the provision of fruit and a range of healthy foodstuff provided by parents. Meal times are social occasions and the childminder uses these times well to promote children's independence skills. For example, older children peel their own banana and orange. They independently use a knife to cut up their banana which they share with their peers. In addition, older children talk with the childminder about the potatoes they have grown in the garden and how they are going to dig them up and make 'mashed' potatoes. This helps children to understand where their food comes from. Furthermore, children's

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

speaking skills are enhanced, as they use language as a powerful means of sharing their thoughts and ideas.

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

The childminder creates opportunities for children to move towards independence as she encourages their learning in self-care. For instance, older children manage their own personal care needs as they clearly communicate their need for the potty and learn the importance of washing their hands. Children have daily opportunities to play outside and enjoy fresh air. Two very well-appointed play areas are available with lots of lovely equipment for the children to enjoy and explore the world around them. For example, older children recognise that the streamers are 'blowing fast' because it is windy. However, there is scope outdoors to promote children's understanding of people and communities further. Regular occasions to play in large open spaces are also provided by the childminder, as she takes children to the local park. Here, children promote their large and small muscle skills as they run around and take part in activities, such as the 'egg and

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

spoon' race. In addition, children also learn how to keep themselves safe and take sensible risks, as they go up the steps to the slide and ascend the small climbing wall. The childminder takes children to the local playgroup where they are encouraged to play alongside others and make friends. Older children tell the inspector the name of their 'best' friend at play group. This demonstrates that children are gaining confidence in situations away from the childminder's home, which helps to prepare them emotionally for their move onto school.

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provision

Children are safe and well protected in the provision. This is because the childminder demonstrates a clear understanding of her responsibilities to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She has attended child protection training and is aware of the procedures to follow should she have any concerns about the welfare of children in her care. Safeguarding policies and procedures include the procedure the childminder will follow in the event of an allegation being made against her. Furthermore, they include the appropriate use of mobile phones and cameras, to protect children from their possible misuse. Visitors are requested to show identification and the childminder records their arrival and departure times in her visitor book. Written risk assessments are completed by the childminder to identify and minimise potential hazards to children, on the premises and for outings. Regular fire drills are carried out and the

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provision

childminder has appropriate fire detection control equipment in place, such as smoke detectors. Written policies and procedures are reviewed annually or as and when changes occur, to help keep children secure and well.

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provision

The childminder has a good understanding of the learning and development requirements. She monitors the educational programmes effectively, which helps to make sure that all aspects of each area of learning are fully covered. An effective tracking system is in place to provide information on children's progress. This means that the childminder is able to quickly identify and support any child who is not developing at the expected levels. The childminder attends a variety of training courses so that she continues to update her childcare knowledge. As a result, she has the skills and awareness to provide good quality teaching, care and learning for all children.

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provision

The childminder is enthusiastic about her role and is constantly looking at ways to improve the provision for children. Consequently, she is aware of areas for development as well as strengths. Parents also share their thoughts on the provision both informally and via a questionnaire. This enables the childminder to reflect on the whole of her provision, to promote even higher levels of achievement for all children. Partnerships with parents are good and this is evidenced through written comments in thank you cards and letters, which the childminder has received. The childminder has daily chats with parents about their children's learning and development. This helps to ensure there is a good two-way flow of information sharing. Good links with other childminders in the area help to ensure that mutual support and ideas for good practice are shared. This makes a strong contribution to meeting children's needs, to help ensure that no child is disadvantaged.

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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 302895 Local authority Rotherham Inspection number 876685 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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