Childminder in Doncaster

Inspection date

Previous inspection date 11/07/2014 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 are safeguarded well in the childminder's care because she has a good understanding of her responsibilities with regard to safeguarding and child protection. She ensures the home is risk assessed and supporting policies to keep children safe are in place and reviewed.  The childminder has a good understanding of how to support children's learning and uses detailed observations to plan the next steps for children's learning. As a result, children are making good progress.  The childminder works closely in partnership with parents and carers. She shares a wide range of information with them about their children's learning and welfare.  The childminder promotes children's emotional well-being very effectively so they have a very strong sense of belonging. As a result, they are happy, confident and motivated to learn.

p.1

It is not yet outstanding because

 Children's good progress could be further enhanced by strengthening the partnerships with the other early years settings children attend, to support a shared approach to children's ongoing learning.  Systems to track children's learning and development and to monitor the educational programmes are newly implemented and not yet embedded into practice.

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 voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector had a tour of the premises used for childminding.

p.2

Inspection activities

 The inspector observed practice and interaction between the childminder and children during play.

p.2

Inspection activities

 The inspector looked at a range of documentation including the childminder's policies and procedures, the children's assessment records, planning documents and parents' written comments.

p.2

Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector conducted a joint observation with the childminder.

p.2

Inspection activities

 The inspector checked the childminder's qualifications and evidence of her suitability.

p.2

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 partner in a house in Wheatley, Doncaster. The whole of the ground floor of the house, one of the bedrooms and garden are used for childminding. The family has two dogs and three cats as pets. The childminder attends a toddler group and activities at the local children's centre. She collects children from the local schools and pre-schools. There are currently five children on roll, four of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 7am to 6.30pm, Monday to Friday, except bank holidays and family holidays. She supports children with special educational needs and/or disabilities. The childminder is a member of the Professional Association for Childcare and Early Years.

p.3

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

 embed the systems to track children's progress, so that assessments of learning continue to be sharply focused and rigorously monitored across all areas of learning

p.3

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

 strengthen the positive partnerships with other early years settings that children attend, to support a shared approach to children's ongoing learning, helping them to build on their good progress.

p.3

who attend

The childminder has a secure knowledge of how children develop and learn. She offers a good range of activities that link with their interests to promote children's development and progression towards the early learning goals. As a result, all children are happy and settled in her care. The childminder collects a comprehensive range of information about children from parents when they first attend her home, so that she is familiar with their capabilities, interests and routines. She makes effective use of this information and her own ongoing observation, to assess children's starting points and next steps in their development. The childminder uses this information successfully to plan activities across all the areas of learning and development. Consequently, all children are making good progress and developing the key skills needed to prepare them for their next stage in learning, for example, school.

p.3

who attend

The childminder gets down to children's levels as she effectively supports them to develop their communication and language skills. She talks to children all the time, introducing new vocabulary, naming objects, describing what she is doing and skilfully using open- ended questions to extend and re-shape tasks. This provides children with good opportunities to play and explore, to be creative and critical thinkers and active learners. For example, the childminder supported children engaged in a painting activity to explore the paint as they mixed colours together and to experiment using different objects to print with. The childminder uses children's interests and fascinations when planning for their next steps in development. As a result, they are happy, confident and motivated to learn. Children's mathematical development is well supported as the childminder encourages children to count objects in everyday play and uses mathematical concepts such as bigger

p.3

who attend

and smaller. She places a strong emphasis on physical development both indoors and outside and she uses local parks to further enhance children's experiences. The childminder encourages children to share books. As they sit together reading, she leaves gaps for them to fill in missing words, asking questions about pictures and encouraging them to predict what will happen next. As she reads, the childminder runs her finger under the words supporting children's pre-reading skills and preparing them for their next steps in learning.

p.4

who attend

Partnerships with parents are well promoted because the childminder actively encourages them to be involved in their children's learning. Children's ongoing progress and development is effectively shared with parents on a daily basis, verbally at the beginning and the end of each session and by the completion of a daily diary for each child. The childminder supports children's learning at home by sharing children 's next steps in development with parents and suggesting activities they can do with their children at home to support their learning further. The childminder is fully aware of the requirement to complete the progress check for children aged between two and three years and to provide parents with a written summary of their progress against the prime areas of learning. Parents are complimentary about the childminder and the service she offers.

p.4

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

The childminder provides a warm, welcoming and nurturing environment where children feel emotionally secure. Children settle quickly in the home as the childminder works closely with parents to ensure children's individual needs are met. They are encouraged to share what they know about their children before they start with the childminder. This includes children's likes and dislikes, what they enjoy doing, how they usually settle, important people in their lives and home routines. Consequently, the childminder can provide individually tailored care, consistent with that given at home. This ensures a smooth transition between home and the childminder's care and effectively promotes children's well-being. Children form strong bonds with the childminder and are happy and content in her care. She responds well to children's emotional needs and recognises when they need reassurance and comfort.

p.4

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

The childminder mainly uses the playroom and the garden for childminding. She provides a large range of resources and these are organised effectively in clear drawers, at low- levels. The childminder has developed a photograph book of additional resources that are stored in the hall area. As a result, children are able to select what they want to play with and develop good levels of independence. Children's artwork is displayed and they are eager to talk about their pictures. As a result, children's confidence and self-esteem are well supported. Children are clearly familiar with the daily routines. These are flexible, yet well organised to help children feel secure. The childminder effectively promotes children's physical and emotional well-being within these. For example, nappy changing routines sensitively meet the needs of individual children, with children supported to wash their hands when they have finished. Children behave well and the childminder has realistic

p.4

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

expectations of them. She consistently acknowledges children's positive behaviour and considers her responses, so that they are reflective of children's individual needs and levels of understanding. The childminder is a positive role model and is calm and sensitive in her approach as she encourages kindness and manners. This effectively fosters children's ability to manage their feelings and behaviour in a way that supports their emotional well-being.

p.5

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

Children develop a good awareness of how to keep themselves safe and healthy. The childminder plans and prepares healthy meals and snacks and takes into account children's individual needs. Children are supported to wash their hands before they eat, reinforcing their early understanding of healthy practices. A variety of indoor and outdoor physical activity is provided. This enables children to benefit from fresh air and to develop and practise their physical skills. Effective risk assessments are in place to keep children safe in the childminder's home and when on trips to the local schools and parks. Children are taught to cross the road safely when going out and to use equipment appropriately. This enables children to develop a sense of personal safety. The childminder introduces young children to larger group activities when visiting local playgroup sessions. This helps to prepare them for the move on to nursery when the time comes.

p.5

provision

The childminder demonstrates a good understanding of her role and responsibility in relation to safeguarding children and protecting them from harm. She is fully aware of the signs and symptoms of abuse and the indicators that may alert her to a concern. There is a child protection policy in place and she is fully aware of the procedure to follow should she have a concern about a child in her care. All adults in the home are deemed safe and suitable to be in contact with children and Ofsted are notified of any changes, in order to safeguard children. Consequently, children are kept safe and their welfare is promoted. This is reinforced by other safe practices, such as security arrangements. The childminder has good systems in place to ensure the premises are secure. Visitors' identities are checked and the outside door is locked to prevent unauthorised people gaining access and children leaving unaccompanied. Children are protected in the event of an accident as the

p.5

provision

childminder has a current paediatric first-aid certificate. The childminder maintains detailed written risk assessments to ensure children's safety and good health within the setting. She checks the fire safety equipment on a regular basis and ensures that all toys and equipment are regularly cleaned and checked. As a result, children are cared for safely and their well-being supported effectively. The childminder demonstrates a secure knowledge of the learning and development requirements and how children learn. Although she has only recently started to care for children, she ensures that educational programmes cover all seven areas of learning and development. However, systems to track children's learning and development and monitor the educational programmes are newly implemented and not fully embedded into practice. The childminder gathers very good information from parents when children enter her

p.5

provision

home. Parents are well informed about their children's care and learning. They receive a good variety of communication through daily verbal exchanges, daily diaries and an informative notice board, as well as through the sharing of children's development records. Parents are actively encouraged to share their views and suggestions, in order to help inform the service. For example, through questionnaires and comments in children's daily diaries, which are complimentary about the service provided and the care of children. The childminder is developing links with the other early years settings children attend. However, there is room to enhance these relationships even further to promote a shared approach to children's ongoing learning and support all children to make the best possible progress.

p.6

provision

The childminder has identified her strengths and weaknesses through effective self- evaluation procedures, which provide opportunities for her to evaluate her provision on a regular basis. She has planned a programme of professional development making use of available training courses and online training to enhance her provision and improve outcomes for children. To enhance her practice, the childminder meets with a group of local childminders. Together they share good practice. The childminder keeps up to date with new initiatives and any changes to childcare legislation and frameworks. She works with the local authority to support and develop her practice this ensures that she can meet the needs of all children attending her home.

p.6

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

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 EY467110 Local authority Doncaster Inspection number 951341 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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