Childminder in Rotherham

Inspection date

Previous inspection date 23/06/2014 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 good teaching skills and a good knowledge and understanding of the Early Years Foundation Stage. She uses very effective methods for observing, assessing and tracking children's play and learning. This results in them making good progress in their learning and development.  Children's communication and language skills are developing well. The childminder talks to children, engages them and joins in their play. She uses age-appropriate, open- ended questions that help to secure their learning.  Partnerships with parents and other providers that children attend are well established. Information is shared regularly, supporting and complementing the learning that takes place in both settings.  Children are well safeguarded. The childminder is secure in her knowledge of child protection issues. She has a clear understanding of how to refer and deal with any concerns that may be raised and has attended appropriate training.

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It is not yet outstanding because

 There is scope to enhance children's exploratory skills and their understanding of the world, for example, through activities that provide them with more opportunities to plant and grow things in the garden.

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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 children participating in activities both indoors and outside.

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Inspection activities

 The inspector engaged with children throughout the inspection, held discussions with the childminder at appropriate times and carried out a joint observation.

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Inspection activities

 The inspector looked at children's learning journey records and a selection of documents, including the safeguarding policy, attendance records and children's information.

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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 and three children aged nine, six and three years in the Wickersley area of Rotherham. The whole ground floor of the house and the rear garden are used for childminding. The childminder operates Monday to Friday 7.30am to 6pm all year round, except Bank Holidays and family holidays. There are currently three children on roll, two of whom are in the early years age group and attend for various sessions. The childminder regularly takes children to visit the local parks, library and shops.

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

 extend opportunities that enable children to show care and concern for living things and the environment. For example, by providing space within the garden for them to plant and nurture their own flowers, fruits and vegetables.

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who attend

The childminder has a good knowledge and understanding of the Early Years Foundation Stage. She completes regular observations on children's learning, which enable her to plan effective activities that successfully help the children to make good progress from their starting points. The childminder develops very positive relationships with parents and encourages them to be totally involved in their children's learning and development. Parents are encouraged to share information about their child's learning and development at home, helping the childminder to plan further activities that take account of children's interests.

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who attend

Teaching is good and the childminder fully supports children as she engages in their play and enables them to make individual choices. Children participate in a good range of activities that help to develop further their communication and language. For example, during a play dough activity, children interact and talk to each other about their individual creations. They use their imagination well as they describe their play dough spiders. They use a good range of tools for cutting and rolling, and resources such as dried pasta, which they use to make hair for their spiders. The childminder fully interacts with children in their play, praising their efforts and achievements and introducing new words through the conversations she holds with them, asking appropriate questions. For example, in role play she asks them the prices of items in their shop are and what flavour ice creams they have. The use of labels for foods and price tags in the role-play area, labelling of toys boxes and

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who attend

a range of story and reference books promote children's early literacy skills. Children enjoy a range of activities that enable them to develop their writing skills. They freely draw and make marks with pencils, crayons and other writing tools, such as chalks and paintbrushes, in a variety of situations. The childminder makes the most of spontaneous opportunities to help develop children's understanding of the world around them. For example, as children enjoy chalking on the ground outside, and using brushes to brush water over their drawings, she talks to them about what happens to their chalk marks when the water dries in the sunshine.

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who attend

The childminder understands the key principles of effective teaching and learning. She responds positively to younger children's fascination with their reflection and provides them with a variety of handheld mirrors and books with mirrors, for them to further explore their interest. She takes time to help children develop their self-control, concentration and skills. For example, by engaging with babies and creating treasure baskets for them to explore different textured materials, and a range of musical instruments. Children's physical skills are developing well. They enjoy the outdoors with regular use of the garden, and visits to the local park provide opportunities for them to access climbing and balancing equipment and ball games. Children's awareness of healthy living is promoted through the opportunities for them to engage in daily exercise. However, there is scope to further promote children's understanding of the world, for

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who attend

example, by providing them with more opportunities to explore how things grow. Overall, children are gaining the necessary skills to support their future learning in readiness for their eventual move to nursery and school.

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

Children are cared for in a warm, welcoming environment that is very well resourced with a wide range of age-appropriate toys and games. Regular risk assessments of the premises, resources and environment ensure children are able to explore and investigate their surroundings safely, and this supports their feelings of security and self-confidence. Through her positive interaction with the children in their play, children form strong bonds and attachments with the childminder. They demonstrate their confidence within the environment as they comfortably approach the childminder and enjoy her company and how she engages in their play. The childminder is a good role model. She approaches behaviour management in a calm and consistent way, giving children positive praise and recognition for their efforts and achievements. Children readily share resources and play cooperatively. For example, as they search for treasure in the sand, they each have a

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

bucket and eagerly share the treasure they find. Her consistent approach means that children develop an understanding about the expectations for behaviour from an early age.

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

Young children develop an awareness of their own personal care. For example, they know to wash their hands before eating and after using the bathroom. They are able to help themselves to their own individual drinks, which are regularly replenished by the childminder throughout the day. Access to the outdoor play area, regular visits to a local park and daily activities, which include music and dance, help to further support and promote children's physical development and enhance their health and well-being. Children learn to manage risk and keep themselves safe as they use large play equipment at the park. They work out how to climb and balance carefully so they do not come to any harm.

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

The childminder gathers detailed and relevant information from parents when children start attending. This provides her with a base for establishing their individual routines and helps with settling children into the provision. The sharing of information and the settling- in visits she offers ensure that the transition between home and the childminder's provision is a happy and positive experience.

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provision

The childminder has a secure knowledge and understanding of safeguarding, and children are effectively safeguarded in her care. She has a secure knowledge of signs and symptoms of abuse and is clear about the procedures to follow in the event of any concerns. Effective procedures are in place and followed, to ensure children are able to play in a safe and secure environment. The effective use of required documents, that are all in place and well maintained, such as daily registers of attendance, accident and medication documents, support children's safety and welfare. A range of written policies and procedures, including a safeguarding policy, are fully in place and shared with parents.

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provision

The childminder evaluates her provision well and has been effective in identifying areas for further improvement. She takes the views of parents on board and ensures her setting meets the needs and requirements of parents and children. The childminder welcomes the support from the local authority and is keen to maintain and update her training and professional development. The childminder's good knowledge and understanding of the learning and development requirements means that the activities she plans and provides for the children enhance their ongoing progress and development.

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provision

The childminder has developed good partnerships with parents. She shares information with them on a daily basis so they are aware of how their child's day has gone. The childminder has made parents aware of their children's learning and development records, and she shares these on a regular basis. She has a good awareness and understanding of the progress check for children between the ages of two and three years. Partnerships with other providers where children attend have been established to ensure information that is shared supports and complements the learning that takes place in both settings. The childminder clearly demonstrates a strong commitment to continually supporting children in their learning and to ensure the transitions between her setting and others are a positive experience.

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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 EY470221 Local authority Rotherham Inspection number 948987 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 3

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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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