Reilly, Jane

Inspection date

Previous inspection date 20/06/2014 15/04/2009

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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

 Children form secure attachments with the childminder, which means they are confident, settled and keen to explore and learn.  Teaching is good because the childminder has a secure understanding of how children learn and develop. She assesses children's skills and interacts effectively to improve their learning.  The childminder talks to children, describing what she and they are doing during play; this helps them to think about cause and effect during activities. This means that their thinking is extended and they are appropriately challenged.  Children's concentration skills are developing well because the childminder is enthusiastic and sustains children's interest in a range of purposeful play activities.

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It is not yet outstanding because

 The childminder does not always make maximum use of the detailed information from parents about children's development in order to support children's progress to the highest levels.  There is scope to enhance how books are displayed so that babies and toddlers can easily see the selection available to them.

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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 play and learning opportunities taking place in the playroom and outside in the garden.

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Inspection activities

 The inspector held discussions with the childminder, her assistant and children at appropriate times throughout the inspection and involved the childminder in a joint observation of an activity.

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Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance and children's records.  The inspector took account of the views of written feedback from parents.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult children, in a suburb of Rotherham. The childminder is registered to work with an assistant. A purpose-built playroom including toilet and kitchen facilities is available on the ground floor and the rear garden is used for childminding. The family has four dogs and one rabbit as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the park and woods on a regular basis and collects children from the local school. There are currently 31 children on roll; 16 of whom 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:

 strengthen the already good information gathered from parents during initial assessments to include children's prior skills and capabilities; use this information to ensure planning is built on a comprehensive knowledge of children's existing abilities

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

 review the organisation of books so that they are more accessible to babies and toddlers in order for them to have independent access and to further support their early literacy skills.

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who attend

Children are making good progress in their learning and development because the childminder knows the children well, understands their interests and challenges them appropriately. This helps children to progress well and develop good skills for their future learning, such as moving onto nursery or school. The childminder has a good understanding of the Early Years Foundation Stage and uses this knowledge and appropriate guidance documents to assess learning. She also uses an electronic system to observe, plan and effectively track children's progress across all areas of learning. Furthermore, in collaboration with parents, the childminder completes the progress check for children between the ages of two and three years. This means that they are well informed about their child's development in the three prime areas of learning. Children enjoy a wide range of interesting activities that capture their interest and support their

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who attend

learning. For example, children enjoy playing with dried coloured rice and a selection of scoops and containers. They giggle as the childminder buries her hands in the rice and imitate her actions as they experience the rice between their fingers and toes. The quality of teaching is secure and helps children to make good progress in their learning. The childminder makes the most of every opportunity to promote children's learning and development through fun, purposeful, developmentally appropriately activities.

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who attend

There is an effective balance of child-initiated play and adult-led activities. This means that children are able to enjoy free play as they follow their interests using a good range of resources which capture children's interests. For example, a water play activity means that children explore and investigate as they carefully use cups and bottles to pour water into containers. The childminder explains what is happening, uses appropriate mathematical language and praises their achievements. She places a strong focus on the development of children's communication and language skills, intuitively tuning into the individual sounds, facial expressions and gestures babies and toddlers use to communicate. Children benefit from a variety of books and enjoy looking at them alone or together as they share a book with the childminder. However, opportunities are not always maximised because babies and toddlers are not able to independently access them because they are stored

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who attend

Overall, partnerships with parents are strong. They are kept informed of their children's progress and speak very highly of the care and education their children receive. Prior to children attending, a range of information is gathered from parents to support children's transitions from home into the setting. However, the information gathered from parents during these initial assessments does not include additional detail about children's prior skills and capabilities. Therefore, sometimes, initial assessments are not as precise and sharply focused as they could be when supporting children's rapid progress on entry. Nevertheless, the childminder clearly knows the children in her care well, noting down any new developments she observes. The childminder uses daily diaries to keep parents well informed about what children have been doing during the day. In addition, the children's electronic learning journals are well documented and include photographs and comments

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who attend

about achievements. Parents add comments and share photographs about what children have been learning at home. This shared approach successfully contributes to the good progress children make.

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

Children's emotional well-being is fostered through warm and positive interaction from the childminder. Opportunities for a gradual settling-in process ensure a smooth transition between children's home and the childminder's care. In addition, the childminder supports children's transitions to nursery and school, sharing information about children's learning and welfare. Children also accompany older children to school; this helps to familiarise them with other settings that they will be attending in the future.

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

Opportunities for children to develop their understanding of a healthy lifestyle and the importance of fresh air and exercise are promoted well as children walk to and from school. They also regularly visit the local park, woods and places of interest. As a result, this further enhances children's physical and social experiences and they learn to take manageable risks as they use large play equipment and negotiate uneven ground. Young children are beginning to learn about healthy food choices because the childminder provides a good range of light meals, snacks and nutritious home-cooked meals. Children demonstrate good self-care skills as the childminder helps them to wash their hands before eating food.

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

The childminder provides familiar routines giving children clear explanations, which help them to understand what is expected of them. She gets down to children's level when speaking to them, offers age-appropriate explanations and respects their choices. Children behave well because the childminder teaches them to share, take turns and negotiate as they play. This means that they are developing good social skills as they learn to cooperate. Children's social skills are further promoted as they attend local groups where they play with their peers and build relationships. Parents share their views via feedback sheets and are very complimentary about the service the childminder offers.

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provision

The childminder has a clear understanding of the learning and development requirements of the Early Years Foundation Stage. She ensures children's individual needs are consistently well met, which supports them to be active learners. The training needs of the childminder and her assistant are assessed to improve their practice. The childminder is keen to improve her skills through a programme of professional development and attends training courses to develop her knowledge. For example, training to improve her knowledge about planning for children's learning. As a result, children are offered stimulating activities which are appropriate for their age and stage of development.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. Her safeguarding policy and procedures are robust and include the use of cameras and mobile phones to protect children from their misuse. Comprehensive policies and procedures are in place, which the childminder implements throughout her practice and these are shared with parents. Children's safety is given priority as the childminder ensures her premises are secure. Daily checks of the premises ensure children play in a safe and clean home. Children are kept safe indoors and outdoors because the childminder carries out risk assessment to minimise potential hazards.

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provision

The childminder is motivated, enthusiastic and reflects on the activities and experiences she offers children. She liaises with other childminders to share ideas and look at ways to enhance her provision further. The childminder works with her assistant to evaluate her service and this helps her to accurately assess her strengths and weaknesses. In addition, she seeks feedback from parents and children. Focused action plans are in place to identify any areas for improvement. This means that the childminder builds on the already good standard of her provision. Parents share information about children's learning at home through discussion or sometimes in the electronic learning journals; the childminder uses this to inform her planning and gain a broader view of 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 EY312617 Local authority Rotherham Inspection number 877983 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 31 Number of children on roll 31

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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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