Childminder in Doncaster

Inspection date

Previous inspection date 09/07/2014 12/01/2009

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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

 The quality of teaching is good. Consequently, children are acquiring the necessary skills to be ready for school because the childminder provides them with a broad range of activities that cover the seven areas of learning.  The childminder forms strong secure attachments with children which promotes their emotional well-being. As a result, children are confident, self-assured and well prepare when undergoing changes in their lives.  The childminder has a good knowledge of safeguarding and child protection procedures. She carries out daily risk assessments and has good procedures in place to ensure children are kept safe from harm.  Effective partnerships working with parents and the local school and pre-school means there is a continuity of learning, which contributes to the good progress children make in their development.

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It is not yet outstanding because

 The organisation of resources in the playroom does not fully support children's easy access to items they may wish to play with.  There is scope to develop children's interest in print and written words in the outdoor environment, to further promote their early literacy and communication skills.

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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 conducted a joint observation with the childminder.

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Inspection activities

 The inspector asked the childminder questions about her practice at appropriate times throughout the inspection.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of practitioners working with children and the provider's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day and from testimonials, letters and cards from parents.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her son aged 20 years, in Norton, near Doncaster. The whole of the ground floor of the childminder's house and the rear garden are used for childminding. The childminder currently employs three assistants, who work various hours across the week. The childminder takes children to a toddler group. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently 25 children on roll, 11 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 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 children's keen interest in literacy and communication by providing an outdoor play environment rich in print and text

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

 review the organisation of resources in the playroom in order to enhance children's independent choice of what they want to play with.

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who attend

The childminder has a good understanding of how to promote children's learning and development. She actively participates in children's play and gets down to their level to encourage them to be involved and engaged with the resources provided. Effective observation and planning systems ensure children are provided with interesting and challenging experiences that meet their individual needs and cover the seven areas of learning. Accordingly, children make good individual progress in relation to their starting points. In addition, this ensures that children gain a good range of skills to support their future learning, for example, when they move onto school. The childminder has not yet had the need to implement the progress check for children between the ages of two and three years. However, she has a good understanding of her responsibilities to conduct this review and has attended local authority training to support its implementation.

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who attend

The quality of teaching is good and children are supported well in the prime areas of learning. They enjoy group singing sessions where they can all participate and carry out actions and movement to music. For example, children march in a circle, swinging their arms and stamping their feet, they change direction and stop on command. By being able to following simple instructions this demonstrates their early listening and attention skills which will support their next stages of learning. As a result, toddlers communication and language skills are fostered well. Children chatter to each other and greet visitors to the setting by calling out 'Hiya'. They are inquisitive and social, wanting to know who has come to see them. The childminder is welcoming and friendly, introducing visitors by name and explaining to children that we have a visitor today. The outdoor environment is well resourced with equipment to offer challenge and risk. However, it does not effectively

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who attend

support children's understanding of the written word and meaning. For example, there is no text or print in the outdoor environment. The childminder and her assistants have high expectations of all children and they carry out regular and precise assessments. They then use these effectively to plan good levels of challenging and interesting activities. Therefore, all children are working comfortably within their expected development range and some are exceeding age-related expectations.

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who attend

Parents contribute to initial assessments of children's starting points on entry and their views are recorded in children's learning journals. A good two-way flow of information is exchanged daily and parents are also asked to record any learning or new experiences that happen at home, for instance, children's achievements of accessing the toilet or asking to go on the potty. This shared approach to children's learning and development contributes to the good progress children make and demonstrates a continuity of learning between home and the provision.

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

Key aspects of children's well-being are good. Children's emotional development is well promoted because they have secure attachments with the childminder. Children are treated with kindness and respect with well-organised routines, which help them to feel secure and confident while in her care. The childminder knows the individual children's sleeping routines well. She knows which children want to be cuddled and which children prefer to just lay in close proximity to her. Children soon settle into her care because the childminder has effective systems to support this. Parents are invited to stay and play with their children for as long is required. This helps to promote a smooth move from home into the provision. Consequently, children are happy and relaxed in her care.

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

Children's behaviour is well managed and toddlers are learning to share and take turns. The childminder is a good role model as children are consistently reminded of good manners. For example, they all say 'please' and 'thank you' and 'goodbye' to their friends as they leave for nursery. Good hygiene practices keep toddlers safe and healthy. For example, the childminder teaches toddlers to wash their hands before meals. The childminder ensures that toddlers are provided with appropriate seating at mealtimes. This fosters their social skills, as well as, aiding their hand to mouth coordination, as they begin to feed themselves independently and hold their own beaker to drink. As a result, toddlers are being supported to learn about early aspects of their health and how to manage their own basic hygiene and personal needs. Children are supported in taking safe and sensible risk. For example, a toddler who is unsure of climbing the steps to the slide is offered a

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

reassuring hand. The child is given clear guidance on how to attempt the steps and is praised with cheers and clapping on his safe arrival, at the bottom of the slide. The children have access to a wide range of resources covering all seven areas of learning. However, these are not all kept easily accessible or clearly labelled for the very young children. Therefore, not all children can independently make their own choice of play activities.

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

Parents comment that their children come home full of excitement and cannot wait to share what they have been doing that day. They are very happy with their children's progress and say that their children 'love coming' and it will be hard for them when they move to school. They will miss the childminder and the other children very much. This shows that secure attachments have been made. The childminder organises parents evenings so that information can be shared about children's learning and development. Children are emotionally well prepared for the next stage in their learning. For example, a child going to nursery in the afternoon is encouraged to change in to their uniform and told how smart they look. The childminder engages the other children in a discussion of what happens when they go to nursery. As a result, children are self-assured and keen to try out new experiences.

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provision

The childminder has a good understanding of the learning and development requirements and monitors the educational programmes effectively. This helps to make sure that all aspects of each area of learning are fully covered. An effective tracking system is in place to provide information on children's progress. Therefore, assessments are consistent and display an accurate understanding of children's skills, abilities and development. Each child has an individual planning and tracking document. Consequently, the childminder is able to identify and adjust planning for children that are achieving higher or lower than their expected levels. The childminder and her assistants attend a variety of training courses so that they continue to update their childcare knowledge. As a result, the childminder and her assistants have the skills and awareness to provide good quality teaching, care and learning for all children.

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provision

The childminder demonstrates a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She and her assistants have attended relevant safeguarding training and understand their responsibilities in this respect. The childminder is fully aware of the possible signs and symptoms of abuse and the action to take to manage any concerns about a child in her care. Safeguarding policies and procedures include the procedure the childminder will take in the event of an allegation being made against her. The childminder has a whistleblowing policy and her assistants are aware of the procedures. All policies and procedures are shared with parents, to keep children safe and well. The childminder completes written risk assessments to identify and minimise potential hazards to children, on the premises and for outings. Visitors are requested to show identification and the childminder records their arrival and departure

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provision

times in her visitor book. Accordingly, the childminder's home is safe and securely maintained to protect children's welfare. Partnerships with parents, local schools and pre-schools are good. The childminder attends termly meetings with the school to gain further knowledge of children's learning and development. The childminder uses this knowledge to support and extend children's learning while in her care. For example, children are introduced to the same phonic songs that they will learn in nursery. They also try to incorporate similar topics so that older children can share their learning with the younger children. This gives the children a sense of belonging and consistency to aid their progress and development. In addition, the school teachers are invited to the childminder's home to meet the children in a familiar environment. The childminder and her assistant's meet each week to review the service

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provision

they are providing. The childminder is aware of the strengths of the service and has also clearly identified areas in which she would like to improve. Overall, children are happy, safe and progressing well in the childminder's care.

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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 EY257350 Local authority Doncaster Inspection number 819766 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 18 Number of children on roll 25

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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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