Lanera, Irena

Inspection date

Previous inspection date 29/07/2014 15/01/2009

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's safeguarding procedures are strong. This ensures that children's welfare is protected and children are kept safe from harm.  The quality of teaching is consistently good and stems from accurate assessment of children's learning and progress. Activities are well planned and provide challenge to children. As a result, children make good progress given their starting points and capabilities.  The childminder sensitively settles children into her care and develops warm and caring relationships with them. Consequently, they feel happy and secure with her.  The childminder has effective policies and procedures to support her practice and develops good relationships with parents and other providers. This helps her to keep very well informed and to provide effective care, which is tailored to children's personal needs.

p.1

It is not yet outstanding because

 The arrangements for snack times do not provide children with sufficient opportunities to be independent.  Children's numeracy and literacy skills are not always as well promoted when playing outdoors as they are indoors.

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 children's play, both indoors and outdoors, including adult-led and child-initiated activities.

p.2

Inspection activities

 The inspector looked at children's records, evidence of the suitability of adults living in the setting, safeguarding procedures and a variety of other documentation.  The inspector viewed a sample of the children's development records.

p.2

Inspection activities

 The inspector took account of the views expressed in parents' written testimonials provided by the childminder.

p.2

Information about the setting

The childminder was registered in 2000. She lives with her partner and their two children, aged 15 years and six years in the Crosspool area of Sheffield. The whole of the ground floor is available for childminding. There is an enclosed garden available for outside play activities, and the childminder lives within walking distance of local parks, shops and schools. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is able to take children to, and collect them from local schools and pre-schools. There are currently five children on roll; of whom, two are in the early years age range 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 the Professional Association for Childcare and Early Years.

p.3

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

 review the snack time procedures to provide children with more opportunities to practise their independence and self-care skills, for example, by encouraging them to prepare their own food and serve their own drinks

p.3

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

 develop further the good opportunities for children to enhance their literacy and numeracy skills by making use of the outdoor environment, for example, by providing environmental print to promote recognition of and the understanding of words and numbers.

p.3

who attend

The quality of teaching is good. Children enjoy a wide range of activities and experiences, which cover all the areas of learning well. The childminder's interactions and teaching techniques are positive and show her good understanding of how to engage and capture children's interests. There is a good balance of child-initiated and adult-led activities, and the childminder plans these to support children's individual needs and the next steps in their learning. Her observations and written assessments closely monitor children's progress, making sure they are progressing across all areas of learning and development. This helps to ensure any areas of concern are promptly addressed with parents so that every child is helped to meet their full potential. This focused approach enables the childminder to be clear about children's attainment and the next steps they need to take to ensure they are appropriately challenged. The childminder bases her practice on a

p.3

who attend

secure understanding of how to promote the learning and development of young children. The childminder supports the children's learning as she allows them to try things for themselves and provides guidance if needed. For instance, children have time and space to roll out coloured clay to make objects. The childminder only intervenes when children begin to struggle and become frustrated. Throughout this activity, the childminder encourages children's communication skills through effective interaction. She talks to them and comments on what they are doing. She uses open-ended questions, which enable the children to think and extend their learning. They talk about the colour and the shape of the clay and count the number of shapes they have made. This ensures that children are making good progress and are well prepared for school and their future learning.

p.3

who attend

Good partnerships with parents complement the effective process of observation and assessment. Children's starting points are identified with the help of parents before their children start with the childminder. This provides the parents with the opportunity to share information about children's initial interests and abilities and any concerns they may have. Parents look at their children's folders regularly, which makes them fully aware of the achievements their children make. This means that they know what their children are doing and can link and extend their children's learning at home. The childminder implements the progress check for children between the ages of two and three years very well. She shares the information with parents at parents' evenings and encourages them to be involved in their child's learning. This helps parents to continue their children's learning at home and ensures they are very well informed about their children's good

p.4

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

The childminder provides a warm and welcoming environment where children feel emotionally secure. All 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. Information is gathered from parents about their child's needs before they start. For example, the childminder requests information about what their child is interested in and their sleeping and eating routines. Settling-in arrangements are tailored to meet the requirements of each individual child and their family. The childminder is a good role model who provides clear and consistent guidance for children's behaviour. She teaches children about acceptable behaviour and supports them in learning how to share, take turns and respect each other's feelings. As a result, children's behaviour is very good. The childminder gives the children lots of effective

p.4

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

praise and encouragement. This builds their self-esteem and prepares them well for their future move on to nursery or school. Children learn how to keep themselves safe through the guidance that the childminder gives to them. Activities are planned that help children learn about safety and potential dangers. Fire drills are carried out on a regular basis so that the children know what to do in an emergency situation. Children learn about the wider world through discussion and activities. This is further supported as the childminder takes the children on outings to visit the playgroup and they enjoy activities at local community attractions and school. These experiences help children gain good social skills and they develop the confidence they will need when moving on to other settings or school in the future. The childminder is thorough at promoting and supporting the independence of the children in her care. For example, before snack time and after messy play, the children are

p.4

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

supported to wash their hands and use the toilet independently. Children play outside every day in the secure garden, which has a wide range of toys to support the development of their small and large muscles. For example, they learn how to control their bodies when using small pieces of equipment, such as bats and balls, and larger items including a swing and slide. This means children learn that outdoor play is not just an activity for fair weather and, as a result, they benefit from lots of fresh air. Children delight in being outside and relish in the added dimension the freedom and space give to their play. However, the outdoor environment does not currently support children's developing literacy and numeracy skills as effectively as the indoor environment, as children are not able to see and refer to simple words or numerals to support their play and learning.

p.5

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

Children develop a good understanding of the importance of living a healthy lifestyle. At meal times, the childminder asks the children what they would like to eat, giving them a choice of several options. Children are encouraged to feed themselves. During this time, the childminder takes the opportunity to chat to the children about the food they are eating. However, opportunities for children to develop their independence further, for example, by helping to prepare food or to pour drinks, are not always exploited.

p.5

provision

The childminder has a good understanding of her role and responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Her knowledge of child-protection issues is secure because she has attended safeguarding training. She is fully aware of the potential signs of abuse and neglect and she understands the procedures for reporting concerns. Comprehensive risk assessments are in place and daily checks of the environment and resources ensure that children are well protected and can play and learn in a safe and secure environment. The childminder maintains a high level of supervision of children, and safety measures, such as the verification of the identification of visitors and locks on doors help to make sure that children are kept safe. Suitability checks are carried out on all household members over the age of 16 years, and adults who have not been checked are never left alone with

p.5

provision

children. The childminder holds a current certificate in paediatric first aid and ensures medication and accident records are appropriately maintained. Consequently, children are kept safe.

p.5

provision

The childminder demonstrates a secure understanding of the areas of learning and ensures the educational programmes she provides reflect children's needs and interests. There is a broad programme of activities offered, which enables the children to make good progress. Clear assessments, matched to the requirements of the Early Years Foundation Stage, mean that the childminder knows where each child is in their learning and where they need further support. She has a clear understanding and overview of the progress children make over time and talks with confidence about their individual learning journals. The childminder demonstrates an enthusiastic approach towards providing good quality care and education for all children. Through self-evaluation she has identified some realistic improvements for the future to enhance the quality of the learning and care the children receive. Since the last inspection, the childminder has made several

p.5

provision

improvements to her setting, including obtaining information from parents about who has legal contact and parental responsibility for the children in her care. She has also carried out comprehensive risk assessments, which clearly identify any follow-up action and which are reviewed regularly.

p.6

provision

The childminder demonstrates an appropriate understanding of the importance of working with other professionals in order to ensure that children receive appropriate support tailored to their individual needs. She recognises the value of working in partnership with other settings children attend, including schools, to ensure practitioners develop a shared approach to children's learning to provide consistency and continuity for the children. Partnerships with parents help support children's overall development. The childminder responds sensitively to children's individual needs and takes on board parents' wishes. She has daily discussions with parents to keep them well informed about what their child has been doing and she shares information with them about the progress their child is making. They let her know verbally and through written testimonials how happy and pleased they are with their children's progress.

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 503490 Local authority Sheffield Inspection number 977731 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

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