Childminder in Doncaster

Inspection date

Previous inspection date 14/08/2014 23/09/2009

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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 childminder has a secure understanding of how to support young children to learn and develop according to their individual starting points. As a result, children make good progress.  The childminder forms strong and secure attachments with the children and their families. This promotes children's well-being and they quickly become self-assured in her care.  The childminder is confident in her role of safeguarding children. She has a good awareness of the possible signs and symptoms of abuse and procedures to follow if she has any concerns about children in her care.  Good partnership working with parents and other professionals ensures that children are planned for individually and their needs are met effectively.  The childminder develops her knowledge of child development and this supports her with driving improvements in her practice and the quality of teaching for children.

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It is not yet outstanding because

 The childminder does not always display, or make available, a broad range of resources that support children's understanding of difference in race, culture and disability.  Children have fewer opportunities to see text, print and pictures in the outdoor environment, to further support their understanding of words and numbers.

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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 areas of the home that are used for childminding indoors and outdoors.  The inspector observed activities in the playroom and dining room.

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Inspection activities

 The inspector asked the childminder 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.  The inspector spoke to children at the setting.

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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 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 12 and eight in a house in Cantley, in Doncaster. The ground floor, first floor bathroom and the rear garden are used for childminding. The family has a dog as a pet. The childminder attends toddler groups. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently seven children on roll. Of these, three 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 the Professional Association for Childcare and Early Years.

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

 provide more opportunities for children to see and play with resources that show a range of races, cultures and disabilities.

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

 support children's numeracy and literacy skills even further by enhancing the outdoor environment with text and print.

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who attend

The childminder provides interesting and challenging experiences that cover the seven areas of learning. She is aware of children's individual needs, likes, dislikes and provides educational programmes that engage and enthuse children to be motivated and keen learners. The childminder has a secure understanding of how to support young children to learn and develop according to their individual starting points. This is because the childminder has high expectations of all children based on what they can already achieve when starting with her. The childminder is aware that on starting school in September, children will be learning about 'Our bodies'. As a result, she has planned to cover this topic over the summer holidays, to support older children's future learning. In addition, the childminder has incorporated the use of technology for older children, so that they are developing new skills and experiencing new challenges. Toddlers are also learning about

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who attend

their bodies, as they carry out actions songs and rhymes incorporating touching their heads, finding their eyes and clapping their hands. As a result, all children are learning, at an age and stage appropriate to their level of development, the skills that support their next steps and moves to school. The quality of teaching is good. Toddlers are supported well with their acquisition of language and with developing their communication skills. The childminder models very good language, encouraging toddlers to repeat words and recall experiences. For example, she asks toddlers open-ended questions and gives them ample time to process the question and form a response. She then confirms and clarifies that she has understood their response, which gives children the confidence to want to try. As a result, toddlers are keen to be involved in conversation and chatter throughout their play. Toddlers are happy

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who attend

to greet visitors to the childminder's home and try to involve them in their play. This shows that toddlers are making good progress in their personal social and emotional well- being. Consequently, toddlers are acquiring the key skills needed for the next steps in their learning.

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who attend

The childminder listens very carefully to children's requests and ideas and uses this information to plan activities around their individual interest. As a result, children make very good progress. The childminder completes regular and precise assessments of children. She monitors children's progression and offers planned and child-initiated play experiences based on the knowledge she gains from children and their parents. For example, children's interest in aeroplanes is supported effectively by a well-organised environment, with easy access to resources that children can use in a variety of ways. For example, small world figures, suitcases, an interactive aeroplane and play money. In addition to the planned resources that are made available, children are actively engaged and eager to explore and develop their own play. The childminder has a vast array of good quality resources that cover the seven areas of learning, including resources that

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who attend

develop children's understanding of similarities and difference. However, they are not always displayed effectively to give children the opportunity to play with them daily, thus promoting their understanding of different races, cultures and disability.

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

The children form secure attachments with the childminder. This is because she gets to know children and their families very well before they start with her. Parents are encouraged to share as much information about their child as possible. Settling-in sessions are arranged for as long as the child requires, ensuring their emotional well-being is accommodated. Parents of toddlers are also offered the opportunity to meet at the local playgroup and get to know the childminder and other children in a relaxed and informal setting. As a result, children settle quickly and become confident with the familiar faces before they start at the childminders home. The childminder promotes children's independence skills through encouraging them to complete daily routines themselves. For example, at snack time older children are given knifes to cut up their own fruit, while toddlers are provided with safety knifes with which they can imitate their actions.

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

Consequently, children are learning to be independent and manage their own personal needs.

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

Children are praised for their good behaviour, turn taking and sharing of resources. The childminder is a good role model and reminds children in a consistent and caring way of their manners. Children are polite and consider others' feelings when playing cooperatively. For example, they remind the childminder that sleeping children may want to carry out an activity when they wake. This demonstrates that children are well prepared emotionally for their next stage in learning. Children develop their understanding of the importance of adopting a healthy lifestyle. The childminder operates a healthy eating policy and ensures that children learn how to make healthy choices with food. Children have daily exercise outdoors where they are physically active and have lots of fresh air. They particularly like to walk to the local duck pond where the childminder teaches them about nature, lifecycles and how animals look after their young. This enables children to

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

take physical exercise while gaining an understanding of risk and knowledge of their local community.

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

The childminder provides a stimulating and well-resourced indoor environment. Children are encouraged to move around and use different areas of the childminders home. For instance, children sit at the dining table to carry out craft activities and they use the playroom floor for small world and jigsaws. In addition, children can sit and relax listening to stories or music in the comfortable lounge. This means that the physical environment is accessible to children of all abilities and they can use their imagination to explore their surroundings in a variety of ways. For example, toddlers who want to sit at the dining table are provided with appropriate seating to promote their understanding of safety. The childminder displays many signs, words, shapes and numerals in the indoor environment. However, there are fewer opportunities in the outdoor environment for children to see as many rich and varied words and numerals, to consolidate or further extend children's

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provision

The childminder is confident in her role of safeguarding children. She has a good awareness of the possible signs and symptoms of abuse and of the procedures to follow if she has any concerns about children in her care. Policies are shared with parents, so that they understand the childminders role in protecting children and keeping them safe from harm. The childminder carries out daily risk assessments in the home as well as being vigilant when outdoors. She quickly identifies hazards and takes appropriate action to ensure the safety of children. The entrance to the home is secure and visitors are never left alone with children. Accordingly, the childminder's home is safe and securely maintained to protect children's welfare.

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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. A detailed tracking system is in place to provide information on children's progress. Therefore, assessments are consistent and display an accurate understanding of children's skills, abilities and development. Children have their own planning and tracking document that incorporates their individual interests. Consequently, the childminder is able to identify and adjust planning for children who are at different levels in their learning. Since the last inspection, the childminder has successfully met the actions and recommendations that were raised. She has improved the use of risk assessments and has fitted a safety rail to the stairs and secured the garden. Further to this, she has developed her policies and procedures and has improved the

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provision

system for monitoring children's progress. These developments improve the safety and learning outcomes for children. The childminder reflects well on her practice and has made some self-initiated improvements, which show that she is committed to driving improvement in her setting. For example, she has improved her knowledge of child development by completing a level 3 course in children's care learning and development. She has additionally completed several short courses, such as, positive behaviour, attachment trauma and resilience and valuing diversity. As a result, she has a better understanding of children's learning dispositions and is able to support children very well.

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provision

Partnership working with parents is very good. The childminder regularly shares with them their child's progress and achievements. For example, the childminder has completed the progress check for children between the ages of two and three years. She has shared this information with parents and the other settings that children attend. Parents comment that they are pleased with their children's progress since being in her care. The childminder has a strong connection to the local school and children's centre and speaks to teachers on a regular basis. She gathers information from school about their termly planning and incorporates similar activities, so that children's learning is consolidated and extended. This process of shared communication ensures that there is a consistency to children's learning and progression. The childminder works closely with other childminder's in the area. They meet on a regular basis to support each other's practice by sharing

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provision

information, exchanging ideas, and updating and reviewing their policies and procedures. As a result, the childminder is effectively improving her practice.

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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 EY390038 Local authority Doncaster Inspection number 879058 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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

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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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