Childminder in Doncaster

Inspection date

Previous inspection date 22/07/2014 16/04/2009

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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. The childminder understands how children learn through play and interaction. She covers all the seven areas of learning and development. As a result, children are making good progress.  The childminder and her assistant have a good understanding of their responsibilities for protecting children. They are confident in their ability to take appropriate action to ensure children are protected and safe while in their care.  Partnerships with parents and the local school are well-established. The childminder shares children's progress on a regular basis. Therefore, parents are aware of their children's next stage of learning.  Strong bonds are developed with children as they are given plenty of time to settle at the childminder's home. This means children are happy and relaxed in the childminder's care.

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It is not yet outstanding because

 The organisation of resources in the playroom does not fully support toddlers' independent access to toys they may wish to play with.

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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 observed activities in the playroom and the childminder's garden.

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Inspection activities

 The inspector asked the childminder and her assistant questions about her practice at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, and a range of other documentation.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written reference letters and thank you cards.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged 14 and 19 years, in a house in Balby, Doncaster. The childminder is registered to work with an assistant. The whole of the ground floor and the rear garden are used for childminding. The family has a dog as a pet. The childminder attends a toddler group, visits the shops and park on a regular basis, and collects children from the local schools and preschools. There are currently 15 children on roll, five 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 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:

 review the organisation of resources in the playroom, in order to enhance toddlers' independent choices with what they want to play.

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who attend

The childminder and her assistant provide interesting and challenging experiences, across the seven areas of learning, that meet the needs of all the children. The childminder makes accurate assessments of children's progress and correctly identifies their next steps in learning. She gathers information regarding children's starting points from parents, which she uses to plan effectively for their individual learning needs. As a result, children make good progress across all areas of learning. The childminder supports children's learning by asking open questions and using mathematical terminology that children can understand. For example, when hunting for insects, children are asked 'How many spiders do we have?' and 'Can we count the spot's on the ladybird?' Additionally, toddlers are asked 'Can you see any in there?' Consequently, children are learning about nature and lifecycles in a simple and informative way.

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who attend

The quality of teaching is good, and rooted in the childminder's knowledge and understanding of how children learn through play and interaction. Young children are supported well in developing their skills in communication and language, physical development, and personal, social and emotional development. For example, babies enjoy the interaction from the childminder and her assistant. They engage them in appropriate play and repeat simple words to children when they babble. As a result, children develop their confidence to express their needs and feelings through verbal and non-verbal communication, such as lifting up their arms for comfort and reassurance. Children are set suitably challenging experiences in order to prepare them for their moves to other settings. For example, children that are moving on to nursery are expected to dress themselves, find their own name and help when tidying up resources. This all helps to lay

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who attend

a secure foundation to support children's ongoing learning in nursery and school.

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who attend

The childminder effectively promotes children's physical skills by encouraging them to be active. Children enjoy the outdoor environment where they play in the sand pit, go down slides, and kick and throw balls. The childminder's assistant helps toddlers to join in catching the ball, by finding a larger ball, giving them a greater chance to succeed. As a result, children are learning to share and take turns, allowing for age differences. This promotes their personal, social and emotional development.

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

The childminder gathers good information from parents about their children's individual care and home routines. She offers parents a staggered settling-in period to suit their individual requirements. This provides children with time to develop a relationship with her and her assistant. Therefore, children are emotionally secure when the time comes for them to be left for longer periods in the childminder's home. The childminder also encourages parents to share information, about their children's likes and dislikes, before they start. She then plans according to their individual needs. As a result of this detailed information, children settle quickly and form strong attachments to the childminder and her assistant.

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

Children learn how to be healthy because the childminder effectively teaches them about the importance of good hygiene practices and a healthy lifestyle. Children learn to wash their hands after using the toilet and before meals, and they proudly come and show the childminder their clean hands. They choose where and when to eat their snack and toddlers are provided with appropriate seating. This supports children's independence skills. However, opportunities to promote toddlers' independence skills even further are not provided. This is because they are not always able to fully access the extensive collection of age and stage appropriate resources available to them. The childminder's assistant reminds children of the importance of drinking when they are thirsty, especially during hot weather, and wearing sun hats. Children learn that exercise is good for them, and they are provided with lots of opportunities to take part in physical activities, such as

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

crawling through tunnels and using play equipment in the park. As a result, children learn to take responsibility for keeping themselves healthy. Toddlers as treated with respect and dignity when having their nappy changed. For example, they are given privacy and informed of what is happening, 'I am just going to wash my hands, then we will change your nappy'. Games such as 'Peek-a-boo' and 'Round and round the garden' are played, which help to make the routine fun while also raising children's awareness of health and hygiene from a very young age.

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

The childminder and her assistant have high expectations for good behaviour, and they provide various opportunities for children to learn how to socialise and cooperate with others. For example, small group activities encourage them to learn to share and take turns. As a result, children are well behaved and learn to work together. This helps to prepare children for their next learning environment, such as school. Children are praised for being kind and sharing their toys, and children's self-esteem and confidence is celebrated. For example, children are congratulated when they think of others, by the childminder verbalising examples of 'That is so kind' and 'Well done for sharing'.

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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, displaying 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 has recently completed the progress check for children between the ages of two and three years. She has shared this with parents, and also gained additional information from the Health Visitors developmental progress check.

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provision

The childminder has a good understanding of her role in protecting children. She is confident in her ability to take appropriate action to ensure children are protected from abuse or neglect. All required documentation is in place. The childminder carries out daily risk assessments as well as being vigilant when outside of the home with children. She identifies hazards and takes appropriate action to ensure the safety of children. The childminder's assistant has completed a paediatric first-aid course, and is booked on to a safeguarding and child protection course. Visitors are never left alone with children and the entrance to the home is secure. As a result, children are kept safe. The childminder is constantly sharing her knowledge with her assistant. She has instigated an induction programme, so that the assistant is fully aware of all the policies and procedures as quickly as possible. The assistant is also now contributing to the childminder's self-

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provision

evaluation and improvement plan. Accordingly, the childminder's home is safe and securely maintained to protect children's welfare.

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provision

Partnerships with parents are good. She regularly shares with them their children's progress and achievements. They let her know, verbally and through written testimonials, how happy and pleased they are with their children's progress since being with her. The childminder has a strong connection to the local school, speaking to teachers on a regular basis. She shares information and provides details of children's abilities through the early years foundation profile documentation. Overall, the children are progressing well and are safe and happy 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 EY383321 Local authority Doncaster Inspection number 870854 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 9 Number of children on roll 15

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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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