Childminder in Sheffield

Inspection date

Previous inspection date 11/08/2014 17/02/2014

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early years provision

This inspection: 3 Previous inspection: 4 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder's safeguarding procedures are sufficient. This ensures that children's welfare is protected and children are kept safe from harm.  Children feel safe and secure in the care of the childminder and thrive as a result of her warm affectionate approach. This enhances their emotional well-being.

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It is not yet good because

 Activities are predominantly child-initiated and the quality of teaching is variable, which results in children not always being sufficiently engaged and challenged.  The organisation of toys and resources does not fully support younger children to make enough independent choices and decisions about their play.  The childminder does not exploit opportunities to develop children's understanding of diversity, or example, by providing further resources within the environment to help them learn to value and respect differences.  The childminder does not use the outdoor environment to strengthen children's understanding and recognition of numbers and words.

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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 the children's play both indoors and outdoors.

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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.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2009. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and six-year-old son in Sheffield. The whole of the ground floor and the rear bedroom and bathroom on the first floor are used for childminding. There are currently eight children on roll and three are in the early years age group. The childminder operates Monday to Friday, all year round. She visits the local shops and the park on a regular basis and she collects children from the local schools. The childminder is a member of the Professional Association for Childcare and Early Years and she receives support from the local authority.

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must:

 develop the balance between child-initiated and adult-led activities so that children remain engaged and there is a consistent level of challenge to promote good progress

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must:

 develop younger children's independence, for example, by reviewing the organisation of resources, to enable children to make more independent choices to support and extend their play and learning.

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

 devise better methods to support children's understanding of diversity by increasing the current range of available resources, such as through visual displays and equipment

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

 establish 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.

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who attend

The provision for children's learning and development requires some improvement to ensure that the quality of teaching is good. Initial assessments are carried out using information from parents about what their child already knows and can do. This helps the childminder to ensure that play opportunities are appropriate and based on children's development needs, relative to their starting points. Observations of the children during activities are recorded in their learning journals, which parents are able to view and read. This ensures they are involved in their child's progress and development. Currently, the childminder carries out assessments of the children, but does not effectively use this information to help her when planning activities for the next steps in their learning. As a result, her assessment of children's abilities is not used with full effect to plan consistently challenging activities tailored to children's individual learning needs across all areas of

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who attend

The childminder provides activities that are predominantly child-initiated. However, not all children are effectively guided by the childminder, during their chosen activities, to extend their participation and learning. For example, children enjoy being creative, as the childminder provides them with paper and crayons for a short time. The childminder's interaction is limited and, due to the variability of the teaching, activities are not always organised well and some children lose interest and wander away. When the childminder is actively involved in children's play, she interacts well with them. She explains questions and encourages them to explore, have a go and try new things. This supports children's self-esteem and confidence. For example, during a story telling activity to stimulate the children's interests and imagination about going to playgroup, the childminder asks open questions, to help the children to think and make connections in their learning. She

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who attend

praises children's achievements and uses noticeable body language, such as smiles, shrugs and laughter, to demonstrate that she is pleased. As a result, children have the confidence to explore further and try new things. Throughout the activity, older children engage in conversation, prompted by the childminder who encourages the children to count and say what colours and shapes they see. She encourages the younger children to repeat words and copies their sounds. Consequently, children develop their language and communication skills. There is a reasonable selection of toys and equipment, which allows easy access to promote children's choice. However, while this is good for older children, younger children have less opportunity to make decisions about their play to extend the growing independence. The childminder is active within the local community and takes the opportunity to introduce children to the local amenities, including the library service and

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who attend

the local parks and shops. These opportunities are used to enhance children's learning experiences and therefore, despite the inconsistencies in the quality of teaching and planning, children are adequately prepared for school, as they are generally experiencing a broad curriculum, which covers the prime and specific areas of learning. The childminder works in partnership with the local nursery to ensure that the children's learning between the two settings is complementary.

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who attend

Parents are suitably involved with their child's learning. For example, each child has a learning file, which the childminder uses to collect photographs and note observations of the children and these are shared with parents. Parents provide information about their children's likes, preferences and capabilities, consequently, children settle quickly into the setting well. Parents are very complimentary about the childminder and the positive effect she has had on their child's progress. For example, daily, verbal information is shared between the parent and the childminder and twice a year parents are asked to come into the setting in the evening, so they can see the children's files and speak to the childminder. This supports parents in extending children's learning at home. The childminder is fully aware of the need to complete the progress check at age two and to provide parents with a written summary of their children's progress in the prime areas of

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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 verbally 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 satisfactory role model who provides suitable 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 adequate. However, children's behaviour sometimes deteriorates

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

because they are bored and not engaged in the activities available. Nevertheless, when they behave well, the childminder gives the children lots of effective 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. For example, the childminder reminds the children they are not allowed to stand on a chair and explains that, if they do, they may fall and hurt themselves. If necessary, this is repeated again and children listen and respond.

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

Children are developing a satisfactory understanding of the importance of living a healthy lifestyle. At mealtimes, while the childminder gives the children meals provided by their parents, children are encouraged to help prepare their meal and to feed themselves. Children increase their understanding about health and hygiene through established daily routines. For example, they learn to wash their hands after playing outdoors and prior to preparing and eating food. Children use the outdoor environment throughout the year to access an adequate range of resources, such as a play house, sand pit and some ride-on toys and they enjoy being very active on the grassed area. 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. However, the childminder does not exploit opportunities to extend the children's numeracy and literacy skills when outdoors. For example, by providing

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

environmental print to promote recognition of, and the understanding of, words and numbers.

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

Children learn about the wider world through discussion and activities. They learn about differences as other cultures are explored during festivals, such as Chinese New Year, Easter and Diwali. This is further supported as the childminder takes the children on outings to visit the playgroup and enjoy activities at the local park 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. However, the childminder does not fully expand children's understanding of diversity, for example, by proving them with visual displays and more open-ended resources.

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provision

Since the last inspection by Ofsted, and subsequent monitoring visit, the childminder has satisfactorily responded to the notice to improve and welfare notices given. She has a satisfactory understanding of her role and responsibilities in meeting the safeguarding and welfare requirements of Early Years Foundation Stage. Her knowledge of child protection issues is adequate 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. Suitability checks are carried out on all household members over the age of 16 years. All statutory documentation, such as written parental consents and a daily register are in place, which promotes children's welfare. Suitable policies and procedures help ensure that parents also understand the duty of the childminder to protect children. The childminder is fully aware of the need to notify Ofsted of the changes to anyone living at

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provision

the setting. In addition, the childminder now completes risk assessments of the environment and resources and has put appropriate safety measures in place to reduce the risk of accident or injury. She has a first-aid qualification, which enables her to deal with any minor accidents or injuries that happen. The childminder keeps her home and garden secure and she supervises children appropriately to keep them safe. Consequently, children are kept safe.

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provision

The childminder demonstrates a reasonable understanding of the Early Years Foundation Stage learning and development requirements. She has some knowledge of the areas of learning and has put adequate systems in place to carry out the observation, assessment and planning for the children in her care. The childminder uses a tracker system to monitor the quality of the educational programmes and the children's development to identify the progress children are making in their learning. However, children are not always challenged sufficiently well through well-targeted adult-led activities that focus on their next steps in learning to help them to make the best possible progress they can. The childminder shows an adequate commitment to the continuous improvement of her provision. She has attended several support sessions from the local authority, so that she can further improve her knowledge of children's learning and development. She also

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provision

demonstrates reasonable use of self-evaluation to help her identify her strengths and any areas to improve, including the further development of rigorous partnerships with other early years providers.

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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 has improved partnerships working with other settings that the children attend, including nursery schools, to ensure information, with regard to children's next steps, is shared so they are fully supported in their progress. The childminder has improved partnerships working with parents by gathering relevant information when children start attending, to establish their starting points. She shares information about children's progress with parents on a regular basis. This supports 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 informed about what their child has been doing and she shares

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provision

information with them about the progress their child is making. This helps parents to continue children's learning at home if they wish.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY396121 Local authority Sheffield Inspection number 968996 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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