Childminder in Sheffield

Inspection date

Previous inspection date 31/07/2014 27/10/2008

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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

 Children are making good progress in their learning and development because they play and explore in the stimulating and enabling environment, which is full of interesting resources that children can freely access.  Children build secure attachments with the childminder. This ensures that they are settled and happy in the provision.  The childminder fully includes all parents and carers with all aspects of their children's care and education. She ensures that all parents are included in assessing their children's progress and in identifying their next steps in learning. This means that children enjoy continuity in their learning.  Children are safeguarded when they are with the childminder as she prioritises their well-being and has accessed recent safeguarding training to enhance her practice.

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It is not yet outstanding because

 Younger children's self-care and hygiene skills are not fully promoted as the childminder provides them with wipes for hand washing before mealtimes and after toileting.

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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 playrooms and the outside learning environment.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of adults working with children, the childminder's self-evaluation form and improvement plan.  The inspector looked at children's assessment records and planning documentation.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and from information included in the children's scrapbooks.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two adult children in a house in Sheffield. The whole of the ground floor and the rear garden are used for childminding. The childminder works alongside two registered childminders on the same premises. The childminder attends the local library. She visits the local park on a regular basis and collects children from the local schools and pre-schools. There are currently 11 children on roll, of whom three are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years. The childminder works alongside her daughter and granddaughter, who are also registered childminders.

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

 encourage younger children to take more responsibility for their own self-care, for example, by ensuring they follow good hygiene routines by washing their own hands before meal times and after toileting.

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who attend

The childminder demonstrates a good knowledge of how children learn. Consequently, children make good progress in their learning and development. Working with her co- childminders, she uses her knowledge to provide children with a wide range of interesting activities. She uses good quality resources both indoors and outdoors to support children's progress across all seven areas of learning. The childminder observes children to assess their developmental stage and uses these assessments, along with her knowledge of each child's interests, to plan activities and resource the environment. She supports the youngest children to develop in the prime areas of learning. For example, she promotes children's communication and language skills through everyday conversations, songs and stories. As the youngest children play in the role-play area pretending to make the childminder her breakfast, she provides a commentary of what they are doing. As children

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who attend

sit drawing rainbows, she encourages them to explore the different colours in their rainbow and to count the different colours their rainbow has. As the older children play in the playhouse, which has been set up as a teddy bear's hospital, the childminder introduces new words, such as 'x-ray', 'examination' and 'prescription'. Early literacy skills are developing as children read the patients notes, which the childminder has devised and they repeat the key words she has left on their hospital reception desk. Children write prescriptions for their teddies and proudly show the childminder their efforts. She uses lots of praise and encouragement throughout the play to develop their confidence in using new words. The childminder uses books and story sacks to encourage children to promote their literacy skills further and they regularly visit the local library to borrow books, which they can also take home to read and enjoy.

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who attend

The childminder makes learning fun. Children tell the childminder how much they enjoyed dressing-up the day before in their princess dresses and making fairies in a jar using glitter and glow sticks. They enjoy looking at the photographs of their fun day and the childminder listens to them individually to show them that she values their individual ideas of things they would like to do next. Children move around confidently and clearly know the setting well as they explore all areas with ease. The indoor and outdoor environments contribute well to their independence skills as many resources are accessible to them, both laid out for their enjoyment and linked to their interests. Activities and ideas are shared with parents to help them promote their children's learning at home. This means that children experience continuity in their learning.

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who attend

The childminder has very strong partnerships with parents. She works closely with them to find out about children's starting points, interests and their next steps in learning. Observations of children's progress are completed regularly and they are shared with them. Parents can access their children's learning records at anytime and through daily discussions, they are included in the assessment of their children's progress and in setting their next steps. This ensures that information about how well children are achieving is continually updated. As a result, the childminder can plan educational programmes that take account of children's interests, the skills they have already acquired and the goals set for them. The childminder understands the requirement to complete the progress check for children between the ages of two and three years and shares these with parents.

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who attend

The childminder shares information with teachers from the local school to ensure that the plans she uses to help children learn, reflect those used in school. This ensures continuity in children's learning when the time comes for them to move to school. Information about children's learning is shared with other early years providers, such as the local school nursery, for children who experience shared care. This ensures children's ongoing development is effectively supported.

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

Children are well-cared-for by the childminder, who prioritises their well-being. They have a sense of belonging as the childminder makes them feel at ease in her home. This is because the childminder gets to know all children she minds very well and this enables her to meet each child's individual needs. She works closely with parents and this has a positive impact on children's care. Children's self-esteem and confidence are fostered by the childminder as she praises them highly and encourages them to have a go at new things. The childminder displays their creative work on a board, which the children proudly show their parents and talk to them about what they have enjoyed doing and their individual achievements. This results in children demonstrating that they feel emotionally secure with the childminder. The childminder promotes children's understanding of equality and diversity through a wide range of activities, including stories, role play and cultural celebrations. Children are

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

developing strong peer relationships both with adults and each other because the childminder teaches them to share, consider each other's needs and be kind to each other. Children behave very well when they are with the childminder. She is a good role model for them as she demonstrates how to treat others with kindness and care. The childminder encourages manners and explains rules to the children in language they can understand. For example, children learn to keep themselves safe through discussions about the safe use of the slide and swings outside.

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

Children's healthy habits are developing as they have daily access to the outdoor area and through the provision of healthy foods at snack and mealtimes. Overall, children learn good self-care skills from a young age. For example, the childminder encourages the children to put on their own coats and shoes and to feed themselves at mealtimes. However, younger children's self-care skills are not fully promoted as the childminder provides them with wipes to clean their hands rather than promoting good hygiene routines, such as washing their own hands before snack and mealtimes. Children benefit from regular fresh air and exercise as they play in the well-resourced garden. They have opportunities to play and interact with other children of different ages, which helps to develop their confidence and suitably prepares them for moving onto pre-school and school.

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provision

The childminder has a good understanding of her responsibilities to meet the learning and development requirements of the Early Years Foundation Stage. The childminder provides children with interesting activities and experiences based on their individual interests, which promotes their learning and development. As a result, all children make good progress in her care. The childminder accurately observes and monitors children's progress and quickly identifies and closes any emerging gaps in their learning and development. She understands and values the need to have partnerships with external agencies to ensure that children receive the appropriate support and interventions they need to support their progress.

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provision

Children are kept safe from harm because the childminder has a secure knowledge of the procedures to follow should she have a child-protection concern about a child in her care. For example, she knows to record and report matters of concerns to the relevant external agencies. Policies and documents are well organised, for example, attendance registers, permission slips and medication consent, also recording is effective to further protect children. The childminder understands her responsibility in meeting the safeguarding and welfare requirements and effectively supervises children in a safe environment where they can play freely. The childminder holds a current first-aid certificate to help her to provide appropriate care if a child has an accident. The childminder carries out risk assessments within the home and garden and on outings, resulting in action being taken to minimise potential hazards. For example, the childminder closely supervises children, especially

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provision

younger children, when they push each other on the swings. She supports them to understand the importance of standing well back from the swings to avoid getting hurt.

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provision

The childminder effectively reflects on the service she provides and has identified areas for development. She attends training to help her to update her knowledge and skills, which enhances her already good teaching techniques. There is an effective and supportive partnership with parents. Information is shared and exchanged for the benefit of each child's continual care, learning and development. Parents' views are sought through daily discussion and formally through children's scrapbooks, which help the childminder to develop and improve her practice. Parents spoken to are very positive about the quality of her care. The childminder works in close partnership with her co-childminders and they make an effective team.

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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 EY216996 Local authority Sheffield Inspection number 877353 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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