Childminder in Rotherham

Inspection date

Previous inspection date 27/06/2014 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's quality of teaching is good as she has a secure knowledge and understanding of how children learn and develop, she carefully observes to assess their skills and interacts effectively to improve their learning.  Children are safeguarded well because the childminder clearly understands her role and responsibilities, which are underpinned by a comprehensive set of policies and procedures.  Children are cared for in a nurturing and supportive environment. They are happy and form close bonds and attachments with the childminder. She makes good use of praise, which effectively promotes their confidence and self-esteem.  The childminder has good understanding of requirements and required documents are in place. She understands her effective policies and procedures that underpin her practice to ensure children's learning and care needs are well met.

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It is not yet outstanding because

 The childminder does not maximise on the natural curiosity of young children by providing a range of natural open-ended resources, so that they can explore imaginatively and discover interesting shapes and textures  There is scope to extend opportunities for parents to be able to share information about children's learning at home, so the childminder can use this more regularly in her planning.

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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 taking place in the main playroom.  The inspector viewed the areas of the premises and outdoors used for childminding.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and from information provided through written feedback.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance and sampled other documentation.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged seven and five years, in the centre of Rotherham. The whole of the ground floor and the bathroom on the first floor are used for childminding. There is an enclosed rear yard for outdoor play. There are no pets. The childminder attends a toddler group and activities and she visits the shops and park on a regular basis. There are currently five children on roll, four 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 for family holidays. The childminder holds a relevant childcare qualification at level 3 and provides funded education for two-, three- and four-year-olds.

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

 enhance opportunities for younger children to find out and discover the world around them by providing a range of everyday items and natural materials, such as, pine cones, sea shells, ribbons, brushes and pegs

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

 provide further opportunities for parents to share information about their child's learning at home and use this to further support planning to maximise children's progress.

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who attend

The childminder has a secure understanding of the learning and development requirements of the Early Years Foundation Stage. Because of her underpinning knowledge, she plans purposeful activities, which cover all areas of learning. The childminder completes informative learning records for each child in her care. She carries out observations, which show children's progress in all areas and identifies their next steps of learning. This means that children's development is monitored and that further development is identified to promote their future learning, such as at nursery or school. In addition, these records are supported well with photographs of activities that children participate in. This means that the childminder has a thorough understanding of each child's progress and effectively plans activities and experiences, which are based on their age and stage of development.

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who attend

The childminder provides a good balance of child-initiated and adult-led activities that take account of children's individual needs and interests. Children also benefit from experiencing small structured activities, such as story sessions. This means that children use their listening skills as they sit with the childminder and discuss the characters in their favourite stories. The childminder encourages children's language development as she provides running commentaries, which supports children's understanding and thinking skills. She offers praise and younger children smile broadly, as they have a 'conversation' with lots of smiles and eye contact, which encourages communication skills. The childminder recognises the importance of igniting children's interests, curiosity and enthusiasm for learning. For example, as children construct different structures with an assortment of wooden blocks the childminder involves them in sustained shared thinking,

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who attend

by helping them to consider the different sizes. For example, children drive cars under the wooden bridges and discover that some of them are too big to pass underneath. This means that children begin to problem solve and think critically, which helps them to explore their ideas. As a result of this active learning, supported by the childminder's good teaching children's mathematical development is fostered well. Children are able to enjoy free play as they follow their interests and select from a range of toys and other resources. However, fewer resources are made available for younger children to use in order to explore their senses and encounter different textures.

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who attend

Good emphasis is placed on working in partnership with parents. Information is gathered from parents about children's needs, on entry to the setting, which helps the childminder to identify children's developmental starting points. Furthermore, the childminder spends time at the end of the day discussing children's achievements along with sharing daily diaries of children's care routines. The childminder uses this to inform her planning and gain a broader view of children's learning. However, this is inconsistent and there is scope to build on strategies to strengthen parents' involvement in their children's learning. For example, by providing more effective ways for parents to share what children are learning at home and to further encourage a shared approach to children's development. The childminder has a good understanding of the importance of completing the progress check for children between the ages of two and three years. She has spoken to parents

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who attend

explaining her responsibility in completing this.

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

Children benefit from secure attachments with the childminder and consequently this provides a strong foundation for their social and emotional development. Through their body language, children show that they have developed close and trusting relationships with the childminder. For example, they seek her out for cuddles when they need reassurance or are feeling tired. The childminder gathers detailed information about children's health, development and care needs prior to them attending. She provides for their individual needs from the beginning, resulting in their emotional needs being well met. Therefore, the transition from home into the setting is managed well and children settle quickly. Children receive encouragement and are praised for their efforts and they respond positively to the praise and affection they receive. As a result, this fosters their growing confidence and self-esteem. The childminder invites parents to complete an 'All

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

about me' booklet prior to children attending.

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

Children accompany older children to school, which helps to familiarise them with another setting. This helps them be well prepared for the next stage in their learning, such as starting primary school. As children walk to school, the childminder uses this opportunity to discuss road safety, which supports their understanding of keeping themselves safe. The childminder manages children's behaviour effectively and gives clear guidance, for example, reminding children to share and encouraging them to help put toys away. Children behave well as boundaries are simple and clear for them to understand.

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

The childminder has good understanding of health and nutrition for young children and records any dietary needs or allergies to ensure children's goods health. They develop independence as they readily help themselves to fresh drinking water. As part of her healthy food provision, the childminder provides home-made, nutritious meals and snacks using fresh ingredients, which support a balanced diet. The childminder understands the importance of physical exercise and fresh air and children enjoy regular visits to local parks and soft play areas. Children have many opportunities for physical activity in the large local park, which is within walking distance. They enjoy large open spaces where they can run, jump, play ball games and have picnics, and water areas are available for children to splash and run through. Climbing equipment build on different gradients provide opportunities for risk taking and challenge. In the garden children use sit and ride

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

toys and learn about the wider world as they have some pots for planting and growing. This helps to support children's good health through exercise. Children also learn to take risks and keep themselves safe as the climb and negotiate different levels and surfaces.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Children are safeguarded well in the setting because the childminder has a good understanding of how to protect children from harm and she knows what to do if she has a concern. All required documentation is in place, including parental permissions and a daily record of children's attendance. The childminder has considered risks in both the indoor and outdoor environment, she identifies any potential hazards as they are found and effectively takes action to remove them. This means that children's welfare is promoted well. Policies and procedures are suitable in ensuring the efficient and safe management of the provision. Children take part in fire evacuations and detailed risk assessments minimise the risk to children, both inside and outside of the childminder's home.

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provision

The childminder has a good understanding of her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. She is committed to meeting children's individual needs. The childminder has effective systems in place to monitor children's learning and development, to ensure that they are making progress. Next steps in children's learning are clearly identified and continual monitoring and evaluation means that any potential gaps in learning are quickly identified. She effectively tracks learning, starting at baseline on entry and then at three monthly intervals. Self- evaluation is good and the childminder has completed the Ofsted self-evaluation document and is in the process of reviewing her provision to further inform priorities and set targets for improvement. She has begun to identify areas for development, such as improving the system for parents to routinely see development files. The childminder takes account of

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provision

parent's views and is clear about reflecting on any changes to the provision and the impact this has on children's learning.

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provision

The childminder understands the importance of working in partnership with parents and others and has a good awareness of the local support that is available. In addition, she liaises with other childminders to share ideas and look at ways to enhance her provision. She is keen to continue with her professional development, in order to further her own knowledge and understanding to improve opportunities for children. The childminder is clear about sharing information between settings when children attend more than one provision. Partnership with parents is generally good and written comments from parents indicate that they are happy with the care their children receive. For example, they say that the childminder is 'a lovely patient person who clearly loves her work and provides a very professional service' and 'I feel very lucky to have found her.' Partnership working is valued by the childminder; she is very clear about her responsibility to work with other

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provision

professionals and arrangements for information sharing are in place. For example, the childminder plans to pass transfer records to other early years settings, such as nursery school, when children begin to attend. This contributes to consistency in children's learning and development.

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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 EY469148 Local authority Rotherham Inspection number 951712 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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