Childminder in Sheffield

Inspection date

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

p.1

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

p.1

This provision is good

 The childminder has a good knowledge and understanding of the Early Years Foundation Stage. She uses effective methods of teaching observing, assessing and tracking children's play and learning. This results in them making good progress in their learning and development.  Children's communication and language skills are developing well. The childminder talks to children, engages them and joins in their play. She uses age-appropriate questioning that helps to secure their learning.  Children develop positive relationships with the childminder, which help them to feel secure in the environment and form strong attachments with her and their peers. This 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.

p.1

It is not yet outstanding because

 Systems to include and engage parents in all aspects of children's learning are not fully embedded.  The childminder does not always promote and develop children's exploratory skills and their understanding of the world, for example, through activities that provide them with more opportunities to plant and grow things in the garden.

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 observed the range of activities and interactions between the childminder and the children.

p.2

Inspection activities

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

p.2

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.

p.2

Inspection activities

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

p.2

Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She works from the home of her co-childminder who lives with her husband in Sheffield. The whole of the ground floor, two bedrooms and a bathroom on the first floor are used for childminding. There is an enclosed garden for outdoor play. The co-childminder has two cats. The childminder visits the shops, parks and other places of interest with the children on a regular basis. She collects children from the local schools and nursery. 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. The childminder holds an early years qualification at level 3 and is a member of the

p.3

Information about the setting

Professional Association for Childcare and Early Years. Both childminders have equal responsibility for the childminding practice.

p.3

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

 enhance relationships with parents to provide even more opportunities for them to share what children are doing at home, so that children's learning and development both in the setting and at home are complementary

p.3

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

 extend opportunities that enable children to show care and concern for living things and the environment, for example, by providing space within the garden for children to plant and nurture their own flowers, fruits and vegetables.

p.3

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. The childminder gathers relevant information from parents with regard to children's starting points as they start at the setting. This enables her to plan and provide activities that are of interest to children. Thereafter, observations and assessments of what children know, understand and can do are effectively recorded and evaluated and this results in children making good progress from their starting points. The childminder develops very positive relationships with parents and they regularly share children's progress and talk about what children are interested in. 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

p.3

who attend

childminder's setting and at home have not yet been fully explored.

p.4

who attend

Teaching is good and the childminder fully supports children as she provides a good range of interesting and age-appropriate indoor and outdoor activities that the children enjoy. Children are developing skills in the prime areas of communication. The childminder understands that in order for children to become effective and skilful communicators, their contributions must be valued and encouraged. Consequently, she talks to the children in order to increase their vocabulary and understanding of spoken words and ensures that children participate in purposeful activities. For example, during a painting activity, children interact and talk to each other and the childminder asks them about their pictures. They use a good range of tools in craft and create activities, for example, they use a range of different sized brushes and rollers for painting and a varied range of textures and materials in the collages they make. The childminder fully interacts with

p.4

who attend

children in their play, praising their efforts and achievements and introducing new words through the conversations she holds with them. For example, in a physical activity, children are encouraged to take turns in throwing hoops over cones. The childminder talks to the children about the hoops, the colours and sizes and asks how many hoops they think they can throw over the top of the cones. As a result of such activities and the effective interactions, children demonstrate good listening, speaking and physical skills. 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 of activities that enable them to develop their writing skills. They freely draw and make marks with paints, pencils and crayons.

p.4

who attend

Children enjoy the outdoors with regular use of the garden and visits to the local park provide opportunities for them to access climbing and balancing equipment and ball games. Children's awareness of healthy living is promoted through the opportunities for them to engage in daily exercise. However, there is scope to further promote children's understanding of the world by providing them with more opportunities to explore planting and growing in the garden. Overall, children are gaining the necessary skills to support their future learning in readiness for their eventual move to nursery and school.

p.4

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. 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 her positive interaction with the children in their play, children form strong bonds and attachments with the childminder. They demonstrate their confidence within the environment as they comfortably approach the childminder, enjoy her company and how she engages in their play. The childminder is a good role model. She approaches behaviour management in a calm and consistent way, giving children positive praise and recognition for their efforts and achievements as children readily share resources and play cooperatively. Her consistent approach means that children develop an understanding

p.4

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

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. Children benefit from regular outings to the local parks and walks within the local community. During such times, children learn how to keep themselves safe as they are taught about environmental dangers, such as roads and as they learn how to take risks using large scale physical equipment, such as, swings, slides and climbing apparatus with due care. Their access to the garden, regular visits to local parks and walking to the school to collect older children, help to further support and enhance children's health and well-being.

p.4

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

The childminder gathers detailed and relevant information from parents when children start attending. This provides her with a base for establishing their individual routines and helps with settling children into the provision. The sharing of information and the settling- in visits she offers, ensure that the transition between home and the childminder's provision is a happy and positive experience.

p.5

provision

The childminder has a secure knowledge and understanding of safeguarding and children are effectively safeguarded in her care. 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. All adults living and/or working on the premises have been vetted 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 safeguarding policy, are fully in

p.5

provision

The childminder maintains appropriate records for the day-to-day operation of the setting. For example, detailed risk assessments of the premises, resources and outings are carried out, 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 learning and development requirements means that

p.5

provision

the activities that she plans and provides, enhance children's ongoing progress and development. 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 has made parents aware of their children's learning and development records and she shares these on a regular basis. However, there is scope to further enhance how parents contribute to children's learning at home. She has a good awareness and understanding of the progress check for children between the ages of two and three years. Partnerships with other providers, where children attend, have been established to ensure information that is shared about children, totally supports and complements the learning that takes place in both provisions. The childminder clearly demonstrates a strong commitment to continually supporting children in their learning and to ensure the

p.5

provision

transitions between her provision and others is a positive experience for all children.

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 EY303831 Local authority Sheffield Inspection number 820273 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 19

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