Childminder in Rotherham

Inspection date

Previous inspection date 19/06/2014 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

 Children are provided with interesting experiences that cover the seven areas of learning and the quality of teaching is good. As a result, children are beginning to acquire the necessary skills to become ready for school.  Effective partnership working with parents means there is a continuity of learning between the provision and home, which contributes to the good progress children make.  Babies personal, social and emotional development is promoted well, as they learn to share their feelings, make friends and play alongside others.  Children are well protected as the childminder fully understands and effectively meets the safeguarding and welfare requirements of the Early Years Foundation Stage.

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It is not yet outstanding because

 Occasionally, there are fewer opportunities for babies to extend their speaking and literacy skills further.  There is scope to further establish relationships with teachers from the local schools and other childminders in the area, to promote even higher levels of consistency in children's care and learning.

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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 looked at areas used for childminding including the outdoors.  The inspector spoke with the childminder 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 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband 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 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 the local schools and pre-schools. There are currently two children on roll. Of these, all 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 Saturday, except family holidays.

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

 provide opportunities for babies to extend their speaking and literacy skills further, for example, by using photographs of significant people in children's life to make family books

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

 enhance relationships and information sharing with teachers from the local school and other childminders in the area, to promote even higher levels of continuity in children's care and learning.

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who attend

The childminder's practice is built 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 childminder 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. Regular observations establish how each child is progressing and are used to establish their next steps in learning. Activities are planned to meet children's individual needs and interests. Therefore, children make good progress in relation to their starting points.

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who attend

The language development of babies is fostered well by the childminder because she uses appropriate teaching techniques. For example, she uses actions to support her words, such as waving when singing the 'hello' song. Babies demonstrate their listening and attention skills, as they move their bodies to sounds they enjoy, such as nursery rhymes. Photographs of babies' fathers are used to promote their understanding of single words in context, as the childminder points to the picture and repeats the word 'Dad'. However, the childminder does not build on all opportunities to encourage their early speaking and literacy development further. For example, by using photographs of babies' family members or significant people in their life, to promote their interest and communication. Babies enjoy the sensory experience of making marks in shaving foam, to promote their small muscle skills. They hold and attempt to bring together small wooden sticks, as they

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who attend

Positive relationships with parents help the childminder to fully understand and provide for children's learning and development needs. Parents contribute to initial assessments of children's starting points on entry and they are kept well informed about their children's progress. Diaries are used by parents and the childminder. These provide opportunities for the childminder to share activities that parents can do at home with their children. In addition, parents share development milestones that other professionals, such as the health visitor has passed on. Accordingly, this shared approach demonstrates a continuity of learning between the home and the provision and contributes to the good progress children make.

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

The childminder provides a welcoming, safe, stimulating and homely environment where children are free to explore and use their imagination. Play resources are of a good quality and are easily accessible to all children. All play activities presented are age appropriate and the childminder allows babies to develop some understanding of taking sensible risks. For example, babies who are progressing their crawling and walking skills are supervised appropriately, as they try to pull themselves to standing using pieces of furniture. Babies have daily opportunities to enjoy fresh air and take part in a range of activities to promote their physical development. For instance, as they play outside and go on outings to the park.

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

Babies are learning to manage their feelings and behaviour as they seek physical comfort by snuggling into the childminder when they wake from their morning sleep. The childminder effectively promotes babies independence. For example, at snack time the childminder offers finger foods, such as pieces of banana and pear, which babies grasp and bring to their mouth. Babies demonstrate how they are beginning to manage and recognise their own personal needs, as they turn their heads away when the childminder attempts to feed them with a spoon. The childminder teaches babies to learn how to be healthy, as she promotes their self-care skills. For instance, she supports them to wash their hands before lunch. Healthy, balanced, and nutritious food is provided by the childminder who works collaboratively with parents to provide new tastes and textures. This helps babies to enjoy their food and appreciate healthier options.

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

Children form secure emotional attachments with the childminder because she is kind, caring and sensitive to their individual needs. She spends time getting to know children and their families well through the completion of 'All about forms' and settling-in sessions. As a result, children's move between home and the provision is supported well to ensure children feel happy, safe and secure. Babies also get to meet and play with other children from different settings, as the childminder attends 'rhyme time' and play sessions at the children's centre. This promotes babies personal, social and emotional development, as they learn to play alongside others and make friends. Furthermore, babies are gaining confidence in situations away from the childminder's home. This provides appropriate support to prepare them emotionally for their next stage in learning, which is normally starting school.

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provision

The childminder displays a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has attended relevant child protection training and understands her responsibilities in this respect. She is fully aware of the signs and symptoms of abuse and the action to take to manage any concerns about a child in her care. Safeguarding policies and procedures include the procedure the childminder will take in the event of an allegation being made against her. In addition, the procedure includes the use of mobile phones and cameras in the provision, to protect children from their misuse. All policies and procedures are shared with parents, to keep children safe and well. Children's safety is given high priority because thorough risk assessment processes are in place and the childminder carries out daily checks on the environment. Visitors are requested to show identification and the childminder records

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provision

their arrival and departure times in her visitor book. Regular fire drills are carried out and the childminder ensures access to the premises is secure. Accordingly, the childminder's home is safe and soundly maintained to protect children's welfare.

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provision

Effective monitoring of the educational programmes and successful assessments of individual children's development enables the childminder to identify any gaps in their learning. Consequently, children with identified needs are supported well with appropriate intervention, to help ensure they reach their expected levels of development. 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 care and learning for all children.

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provision

Strengths and weaknesses of the childminder's provision are identified through self- evaluation practice, which takes into account the views of parents and children. Consequently, the childminder is able to identify areas for improvement and develop action plans, to promote even higher levels of achievement for all children. The partnership between parents and the childminder is very good. Through written comments, parents express confidence in the standard and care, communication and their children's preparation for the future. For example, one parent writes how she feels more relaxed at work knowing that her child is well cared for. The childminder has started to establish relationships with other professionals at the local children's centre. However, there is scope to further extend these relationships and information sharing with teachers from the local school and other childminders in the area to ensure that there are even

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provision

higher levels of continuity of care and learning.

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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 EY464164 Local authority Rotherham Inspection number 949739 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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