Childminder in Sheffield

Inspection date

Previous inspection date 22/07/2014 04/02/2009

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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 childminder has a good knowledge and understanding of the Early Years Foundation Stage. Her effective teaching methods, the observations she makes of children's play and the tracking of their learning, results in children making good progress in their learning and development.  Partnerships with other providers that children attend are well established. Information is shared regularly, supporting and complementing the learning that takes place in both provisions.  Children form positive relationships and attachments with the childminder and with their peers. This helps them to feel secure in the setting and effectively supports their well-being.  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

 The childminder does not always embrace opportunities to enhance and extend activities to enable children to make connections in their learning.  Systems to include and engage parents in all aspects of children's learning are not fully embedded.

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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 checked evidence of suitability of all adults living and/or working on the premises and the childminder's self-evaluation.

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Inspection activities

 The inspector observed the range of activities and interactions between the childminder and the children.

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Inspection activities

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

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Inspection activities

 The inspector engaged with children and held discussions with the childminder at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband on the outskirts of Sheffield and works with her daughter, who is a co-childminder, but does not live on the premises. Both childminders have joint responsibility for the childminding practice. The ground floor rooms of the house are used for childminding and two bedrooms and the bathroom on the first floor. There is an enclosed garden for outdoor play. The family has two cats. There are currently 19 children on roll, 13 of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. Overnight care for a maximum of two children is also offered by the childminder. The childminder is a member of the Professional Association for Childcare and Early Years and

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Information about the setting

she receives support from the local authority.

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

 enhance and expand activities to enable children to make connections in their learning, for example, by providing even more opportunities for them to learn about the natural world, through exploring and caring for the different birds that visit the garden

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

 enhance partnerships with parents by providing more opportunities for them to share what children are doing at home so that children's learning and development is complemented both in the setting and at home.

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who attend

The childminder has a good knowledge and understanding of the Early Years Foundation Stage. She works in good partnership with her co-childminder and together they complete regular observations of children's learning. As a result she is able to provide a good balance of child-led activities and adult-led educational provision, which helps children prepare for school. For example, children's good communication, language and mathematical development are enhanced through meaningful activities, such as baking and cooking. This provides children with opportunities to weigh, measure and to talk about what they are making. Children's coordination and manipulative skills are enhanced as they use a range of tools, such as spoons for stirring in cooking activities, a range of different sized brushes for painting and glue spreaders in craft activities. Equally, children's physical skills are enhanced as they enjoy trips to local parks where they are

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who attend

able to use a range of apparatus for climbing and balancing. Children's knowledge of the world around them is enhanced through innovative activities that enable them to make observations of the local community. For example, the childminder devises simple quizzes that children complete by identifying objects, such as, numbers on doors, post boxes and vehicles on their way home from school.

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who attend

The childminder supports children's learning as she provides a good balance of interesting and age-appropriate indoor and outdoor activities that she knows the children enjoy. She is attentive towards the children and implements appropriate teaching strategies. However, opportunities to enhance and extend activities in order for children to make connections in their learning are not always fully explored. Despite this, assessments of children's learning and development are completed and records show that children are making good progress and that they are meeting the expected milestones for their age. 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. The labelling of toys boxes, a range of story and reference books and letters and numbers displayed in the play areas, promote children's early literacy skills. Children enjoy a range

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who attend

of activities that enable them to develop their writing skills. They freely draw and make marks with paints, pencils and crayons.

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who attend

Partnerships with parents are good. Relevant information is gathered from parents when children start at the setting and provides the childminder with essential information about children's starting points and their interests. This enables her to plan and provide activities that are of interest to children. The positive relationships with parents means that they regularly share information about children's progress. However, systems to encourage all parents to adopt a shared approach to learning are not yet fully embedded. Therefore, opportunities to support learning between the childminder's setting and at home have not yet been fully explored.

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

The childminder, along with her co-childminder, provides a child-friendly environment, which is safe, welcoming and well resourced. To support the transition from home the childminder spends time gathering information from parents about children's needs and routines and she offers flexible settling-in periods. Good hygiene practices are in place and the childminder is sensitive to the needs of children, recognising when they are thirsty and when they are ready to eat. Through her attentiveness and positive interactions, the childminder forms strong bonds and attachments with the children in her care. Children demonstrate their confidence within the environment as they comfortably approach the childminder and they clearly enjoy her company and how she engages in their play.

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

Behaviour management is approached in a calm and consistent way by the childminder, who is a positive role model, giving children positive praise and recognition for their efforts and achievements as they readily share, take turns and play cooperatively. Her consistent approach means that children develop an understanding about the expectations for behaviour from an early age. Young children are developing 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 access their own individual drinks, which are regularly replenished by the childminder throughout the day. 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 regular outings to local parks and walks within the local community, children learn how to keep themselves safe.

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

For example, the childminder talks to children about road safety and through their use of large apparatus at the park, such as, swings, slides and climbing frames, the children learn how to take risks with due care. Children's health and well-being is further supported through their daily access to the garden, regular visits to local parks and walking to and from school each day.

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provision

The childminder has a very good understanding of her duty to safeguard children. She has attended child protection training, and as a result, 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. In addition, the childminder holds a current first-aid certificate, which means she can give appropriate treatment if a child has an accident in her care. Suitability checks for all adults living and/or working on the premises have been undertaken and visitors to the premises have no unsupervised contact with the children. 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. For example, daily registers of attendance, accident and medication documents, supports children's safety and welfare. A range of written policies and procedures, including a

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provision

safeguarding policy, are fully in place and shared with parents.

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provision

The childminder maintains appropriate records for the day-to-day operation of the setting. For example, written risk assessments of the premises, resources and outings are carried out and regularly reviewed by the childminder, thereby ensuring children are able to play in a safe and secure environment. Both the childminder and her co-childminder take equal responsibility for evaluating the provision they offer and are effective in identifying areas for further improvement. They take the views of parents on board and ensure the provision meets the needs and requirements of parents and children. Since the last inspection the childminder has improved her practice. For example, children's learning is effectively monitored to ensure they make good progress. 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

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provision

learning and development requirements means that the activities that are planned and provided 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 shares children's learning and development records on a regular basis with parents. She has a good understanding and awareness of the progress check for children between the ages of two and three years and knows how to complete the summary of development to be shared with parents and other professionals. The childminder is very clear about the benefits of working with other professionals and she fully understands the importance of sharing information with other providers where children attend in order to promote continuity in children's care and learning. She demonstrates a strong commitment to continually supporting children in their learning and to ensure the transitions between her setting and others is a positive experience for all children.

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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 EY303823 Local authority Sheffield Inspection number 820272 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 19

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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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