Childminder in Doncaster

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

 The childminder has a good understanding of her role in protecting children. She is confident in her ability to take appropriate action to ensure children are protected from abuse or neglect. As a result, they are kept safe from harm.  The childminder makes accurate assessments of children progress and identifies their next steps in learning. She uses this information to plan effectively for their individual learning needs. As a result, children make good progress across all areas of learning.  The childminder has good teaching skills and she provides a wide range of activities that challenge and interest children. This results in children being motivated learners.

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It is not yet outstanding because

 There is scope to build further on the partnerships with parents so that they become more highly involved in working together.  There is scope to build on opportunities for children to develop their early mathematical skills during outside 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 looked at children's assessment records and the planning documentation.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder and her assistant.

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Inspection activities

 The inspector reviewed the childminder's self-evaluation form and took account of the views of parents included in the childminder's own parent questionnaires.  The inspector carried out a joint observation.

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Inspection activities

 The inspector talked with the childminder and children at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2014 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, who is an assistant, and child aged nine years in Doncaster. The whole ground floor of the house and the rear garden are used for childminding. The family has two pet dogs. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre- schools. There are currently four children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except Bank Holidays and family holidays.

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

 enhance the opportunities for parents to become more involved in contributing to their children's progress record, so that children fully benefit from a shared understanding and common approach to supporting their progress

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

 develop further the opportunities for children to use numbers and shapes for reference when they play outside, for example, by providing an outdoor environment rich in numbers and shapes.

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who attend

The childminder makes accurate assessments of children progress and identifies their next steps in learning. She uses this information to plan effectively for their individual learning needs. As a result, children make good progress across all areas of learning. The childminder plans varied, interesting and challenging activities. As a result, children are focused and are well motivated in their chosen activity, and therefore are well prepared for their next stage in learning, such as school. The childminder provides resources that are age and stage appropriate. They are well presented and children are able to select them for themselves. This promotes their independence, and as a result, they gradually take control of their own learning.

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who attend

The quality of teaching is good. The childminder knows what children can do and she carefully observes them in play. She times her interventions well and uses good questioning techniques to aid children's learning. For example, she asks children what they need to plant some seeds. They talk about peat, plant pots, seeds and water. While children prepare the pots, the childminder explains they need 'nice big handfuls' and children repeat the words as they transfer peat into the pots. The childminder asks children 'What should we do now?', prompting them to think what comes next. Children take time to look at what is available and carefully consider their reply before answering brightly 'put seeds in.' The childminder demonstrates how to pat the peat down and then asks 'What does the seed need to grow?' Children look around and see a watering can, pick it up and begin to pour the water. They talk about how the seeds need water to

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who attend

grow. As a result, children are developing good listening and speaking skills. Younger children are engrossed in exploring the peat with their hands. They rub it between their hands and repeat the motion of picking it out of the bag and putting it back in. The childminder talks to them about how soft it feels and encourages them to compare the 'prickly grass'. This encourages children to explore different textures and materials, and promotes their interest in the wider world. The childminder shares information with parents about their child's learning, but systems to support parents to share what they know about their children's achievements at home are less effective. As a consequence, the childminder does not always have a fully comprehensive picture of what children can already do, on which to base her plans for their future learning.

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who attend

Children show an interest in writing, numbers and colours. They independently select crayons and say they are writing their name. The childminder goes through the letter sounds of their name, which children repeat as they make their marks. The childminder encourages children to name colours and use numbers in their play. Children are very proud of their work and are happy to receive praise from the childminder. This shows them that their efforts are valued and successfully promotes children's good self-esteem. However, there are less opportunities for children to experiment with numbers and shapes in the outdoor learning environment, to further support their early mathematical development. The childminder effectively promotes children's physical skills by encouraging them to be active. Children enjoy the outdoor environment where they ride swings, go down slides and chase and kick balls. The childminder helps younger children

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who attend

join in chasing the ball by holding their hands to give them more support. There are lots of giggles as they all chase the ball together. As a result, children are learning to share experiences. This promotes their personal, social and emotional development.

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

Children's health and well-being are promoted well. The childminder teaches children about the importance of good hygiene practice and promotes the benefit of fresh air and exercise. Children's individual health and dietary requirements are discussed and agreed with parents. The childminder has taught children to help themselves to a drink when they are thirsty. As a result, children eat healthily and learn to take care of their bodies. The childminder provides an environment that promotes children's independence and choice. Children are able to select suitable resources independently and safely.

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

The childminder teaches children how to manage risks through their daily routine and activities. She explains to children they are being strapped into the highchair to keep them safe and how to negotiate steps into the garden safely. This helps children behave in ways that are safe for themselves and others. The childminder has clear expectations for good behaviour. Children are well behaved and show care and consideration towards others. The childminder provides activities and play opportunities that help children to learn how to share and take turns. As a result, children are well behaved and learn to work together. This helps to prepare children for their next learning environment, such as school.

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

The childminder manages children's onward transition from home into her setting well. She obtains clear information from parents about their children's individual care needs and home routines. The childminder encourages parents to visit with their children before leaving them, to help them develop a relationship with her and her family. As a result, children settle quickly and develop a strong bond with her.

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provision

The childminder has a good understanding of her role in protecting children. She is confident in her ability to take appropriate action to ensure children are protected from abuse or neglect. All required documentation is in place. The childminder carries out robust risk assessments, which are clearly recorded, dated and signed. She identifies possible hazards and takes appropriate action to ensure the safety of children. The childminder supervises children very well. Visitors are never left alone with children and the entrance to the home is secure. As a result, children are kept safe.

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provision

The childminder evaluates the quality of her provision and its impact on children's care and learning. Consequently, she has a clear action plan aimed at continuous improvement. This includes developing more opportunities for her and parents to work together and further development of the outside learning environment. The childminder has furthered her understanding of how to observe and assess children's progress. She has researched the use of malleable materials suitable for young children, how to use open-ended questions and source open-ended play opportunities. As a result, she has enhanced the quality of her teaching and its impact on children's learning. The childminder has successfully engaged with other settings children attend. As a result, information about children's care and learning is appropriately shared.

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provision

The childminder is aware of her responsibility to liaise closely with a wide range of professionals and work with them in order to support children and their families should they need it. The childminder understands the importance of carrying out the progress check for children between the ages of two and three years, to ensure early intervention is made if necessary. Consequently, children's progress is carefully monitored and the childminder is well placed to address any gaps in their learning. The childminder has good partnerships with parents. She generally keeps them up to date with their children's 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 EY469047 Local authority Doncaster Inspection number 950496 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 4

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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

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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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