Childminder in Doncaster

Inspection date

Previous inspection date 07/07/2014 Not Applicable

p.1

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

p.1

This provision is good

 Children's learning and development is enhanced in the childminder's care and in their own homes. This is as a result of good working partnerships between parents and the childminder.  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.  Children are effectively safeguarded because the childminder has a clear understanding of her role and responsibilities and how to protect children from harm.  Children form secure attachments with the childminder, which means they are confident, settled and keen to explore and learn.

p.1

It is not yet outstanding because

 Children's self-awareness is not always strongly promoted as the childminder does not provide opportunities for them to see and talk about activities and outings they have previously experienced.  There is scope to enhance the very good monitoring of children's progress in order to further support them with the next steps in their learning and development so they make the best possible progress.

p.1

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

p.2

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.

p.2

Information about this inspection

The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed play and learning opportunities taking place in the playroom, kitchen and outdoors.  The inspector viewed the areas of the premises and garden used for childminding.

p.2

Inspection activities

 The inspector took account of the views of parents spoken to on the day and provided through written feedback.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector conducted a joint observation with the childminder and asked her questions about her practice at appropriate times.

p.2

Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband in the Campsall area of Doncaster. The childminder is registered to work with an assistant. The whole of the ground floor is used for childminding. There is an enclosed rear garden for outdoor play. The family has two turtles and an African pygmy hedgehog as pets. The childminder attends a toddler group and activities at the local children's centre on a regular basis. There are currently 14 children on roll, six 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 5.30pm, Monday to Wednesday, except for bank holidays and family holidays.

p.3

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

 enhance opportunities for children to make links in their experiences and talk about what they see, think and feel by, for example, making photographic books of activities and outings that children have previously enjoyed

p.3

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

 enhance children's good learning by more clearly identifying the progress made and using this information more precisely to influence future planning with relevant next steps in learning in order to raise children's achievements to the highest level.

p.3

who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. Children make good progress in their learning and development, because the childminder knows each child well, understands their interests and challenges them appropriately. However, monitoring their progress is not yet robust because children' s next steps are not consistently identified or used precisely to inform planning. Therefore, children are not always challenged to their maximum potential. In spite of this, children make good, overall progress and teaching is strong. For example, the childminder supports children well with acquiring language and developing their communication skills. She asks children open-ended questions and gives them time to think and formulate their answers. She models how to build sentences by repeating what children say and by using questions which are appropriate to children's stage of

p.3

who attend

development and help to extend their existing language skills. For instance, as children begin to draw they select their name card and search for the correct letters to make their name. The childminder sounds out the letters for them to hear and praises their attempts. This means that children's verbal skills are progressing well and furthermore their developing literacy skills benefit from seeing written words in context as they play. This encourages children to be active learners and prepares them for the next stage in their learning.

p.3

who attend

There is a good balance of child-initiated and adult-led activities and the childminder plans these to support children's individual interests and next steps in their learning. The quality of teaching is consistently good because the childminder recognises the importance of igniting children's interests, curiosity and enthusiasm for learning. For example, as children enjoy constructing different structures with plastic shapes, the childminder sustains their interest well by joining in and providing opportunities for children to share their ideas and thinking with each other. She supports them well by helping them to work out how to colour-match the different shapes. This means that children begin to problem solve and to think critically, which helps them to explore their ideas further. As a result, children become active learners as their confidence and independence is promoted well by the childminder's good teaching strategies. In addition, the childminder skilfully encourages

p.4

who attend

children to ask questions, which helps to support their natural desire to learn and to make progress. Children enjoy a story session about a bear going on holiday. The childminder talks about what is happening and asks a good range of open-ended questions about holidays and different types of transport. However, there is scope to further extend children's thinking skills and to help them make connections in their past experiences through, for example, looking at photographs of outings and activities they have previously enjoyed. The childminder plays alongside the children, providing running commentaries and encourages them to try new things.

p.4

who attend

The childminder has a coherent approach to children's learning and development means that their ongoing needs are effectively met from the start. For instance, she works closely with parents and gathers information about children's interests and what they are able to do before they start to attend. The childminder uses this information alongside her initial observations to effectively assess children's starting points. She uses this information to plan educational programmes that are tailored to the individual needs of each child. As a result, this promotes children's continuing progress towards the early learning goals.

p.4

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

Children are cared for in a nurturing and supportive environment. They are happy and form close bonds and attachments with the childminder and her assistant. She makes good use of praise, which effectively promotes their confidence and self-esteem. The childminder knows children and their families well and gradual settling-in periods enables the childminder to gather information from parents to ensure that routines and care needs are closely followed. This promotes smooth transitions and promotes continuity of care between home and the setting. Parents say that they appreciate the childminder's flexibility and that they are reassured to know that children are happy.

p.4

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

The childminder places emphasis on being outdoors. Consequently, children benefit greatly from fresh air and exercise and are able to explore and investigate in different environments. For example, they take part in nature walks, and collect items, such as, leaves, pebbles and twigs. In addition, they develop confidence in their large physical skills and learn about risks and how to manage these as they use different types of apparatus in the local parks. Children's safety is given high priority by the childminder, who supervises and cares for them very well. A range of activities, such as outings and discussions around the appropriate use of resources means that children learn about personal safety. Likewise, children learn about hygiene and nutrition because the childminder talks to the children about what they are eating. Consequently, they are helped to develop an awareness of healthy eating. In addition, they grow fruit and vegetables, which they help

p.4

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

to prepare for mealtimes. This means that children begin to understand about planting and growing and the food chain.

p.5

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

Children behave well because the childminder teaches them to share, take turns and negotiate as they play. She gives them consistent, clear and age-appropriate explanations. As a result, they are developing a clear understanding of the expectations for their behaviour and a good understanding of right and wrong. Consequently, they behave very well. Children's social skills are promoted well as they attend local groups where they play with their peers and build relationships away from the childminder's setting. This helps children to build relationships in bigger social groups, therefore, they are well prepared when they move onto the next stage in their learning, which is usually the local nursery school.

p.5

provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She regularly observes children and these are recorded, including photographic evidence, to help establish children's progress and to identify the next steps in their learning. Tracking documents are completed, to ensure that children are making good progress given their starting points and capabilities. However, children's progress is not precisely tracked to quickly identify the rate of progress they make over time and to raise ongoing next steps to inform planning. Therefore, their learning is not always supported to the very optimum. Nevertheless, the childminder clearly knows the children in her care well, noting down any new developments she observes and acting of these.

p.5

provision

The childminder has a good knowledge of child protection issues. She has attended safeguarding training and has a secure understanding of what to do if she is worried that a child is being abused or neglected. The childminder ensures that all adults associated with the setting are suitable to work with children. Therefore, children's welfare is protected effectively. 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 effective risk assessments that minimise potential hazards.

p.5

provision

Parent's verbal comments are very complimentary and they are grateful for the childminder's support, understanding and flexibility in accommodating their individual needs. Partnership working is highly valued by the childminder and she is very clear about her responsibility to work with other professionals. Comprehensive written policies and procedures are in place. These are reviewed regularly to ensure that all information is accurate and in line with the latest guidelines. The childminder monitors her practice effectively, which includes providing support and guidance to any assistants to ensure they have the skills and knowledge required to effectively support children's learning, development and welfare. She reflects on what she does well and the impact her teaching has on children's learning and development. This means that the childminder identifies areas for improvement to benefit children.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY470715 Local authority Doncaster Inspection number 952361 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 14

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10