Childminder in Doncaster

Inspection date

Previous inspection date 08/07/2014 10/07/2013

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early years provision

This inspection: 2 Previous inspection: 2 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 acquiring the necessary skills to become ready for school. The childminder and her assistants provide a good range of adult-led and child-initiated play-based activities that cover the seven areas of learning.  Effective partnership working with parents means there is a continuity of learning between the provision and home, which contributes to the good progress children make.  The childminder and her assistants sensitively settle children into the provision and build positive relationships with them. As a result, children are happy, safe and secure.  Children are safeguarded because the childminder and her assistants have a good understanding of their roles and responsibilities for child protection.

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It is not yet outstanding because

 There are fewer opportunities for children to extend their mathematical language and promote their understanding of direction, distance and length, or to strengthen their understanding of changes in quantity to promote their mathematical knowledge even further.

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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 main playroom and the outdoor learning environment.

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Inspection activities

 The inspector checked evidence of the childminder and her assistants' suitability, training certificates, policies and procedures, risk assessments and self-evaluation.  The inspector conducted a joint observation with the childminder.  The inspector took account of parents' written views on the quality of the provision.

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Inspection activities

 The inspector spoke with the childminder and her assistants at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, mother-in-law and two children aged eight years in the Bessacarr area of Doncaster. The whole ground floor of the house, three bedrooms on the first floor and the rear garden are used for childminding. The family has a pet dog. The childminder works with two assistants. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently 18 children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6.30pm, 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 talk about and describe distance, direction and length to promote their mathematical learning further

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

 maximise opportunities for children to separate objects into equal and unequal groups and introduce mathematical language, such as fewer, less than and more than, so children swiftly learn how to recognise and describe how things change in quantity when something is added or taken away.

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who attend

The childminder and her assistants demonstrate a good understanding of the learning and development requirements of the Early Years Foundation Stage. They have a secure understanding of how children learn through play. As a result, they provide a good balance of adult-led and child-initiated play-based activities that cover the seven areas of learning. This ensures children gain a good range of skills to support their future learning, for instance, when they move on to school. Teaching is good because the childminder and her assistants use active strategies, such as modelling language, demonstrating and encouraging. Consequently, children copy words, show engagement in their play and enjoy achieving what they set out to do.

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who attend

Children's communication and language skills are promoted well, as they take part in action songs. Children demonstrate how they can understand and answer simple questions, as the childminder asks 'who would like to be the farmer?' They show their understanding of different occupations, as they choose the animals the farmer should have on his farm. Children follow instructions, as they collect their 'babies' before they sing their next song. They wrap their babies in blankets, demonstrating their symbolic play and copy actions, as they shake their head, tap the floor and 'call the doctor'. Children show an interest in shape and space, as they work together with the childminder's assistant to complete a jigsaw. Children are also introduced to mathematical language, as they are asked to join hands to make a circle and run around in the same direction. However, there are fewer opportunities for children to use language to describe direction,

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who attend

Children play games outside which help them to see how things change in quantity when something is taken away. For example, when children run around, the childminder asks them one by one to come and sit next to her. However, there is scope to enhance this learning further by building on children's understanding and maximising the opportunities to use number language and compare quantities in a variety of situations. Parents contribute their views about their child's abilities, and this informs their initial assessment on entry. Thereafter, children's progress is assessed regularly and opportunities are provided to parents to review their child's development at drop-off and collection times. Parents are encouraged to share information about their children's learning and development at home, and some parents provide verbal observations which the childminder takes account of. This shared approach to children's learning and

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who attend

development contributes to the good progress children make and demonstrates a continuity of learning between the home and the provision.

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

Children form secure emotional attachments to the childminder and her assistants because they are kind, caring and sensitive to their individual needs. They spend time getting to know children and their families well through pre-starting visits, settling-in sessions and the completion of 'All about me' documents. As a result, children's move between home and the provision is supported well, to ensure they feel happy, safe and secure. Children feel very much at home, as they investigate the comfortable surroundings. The learning environment is organised effectively and available space is used well, to support children's all-round development and emotional well-being. For example, children's creative work is displayed, which gives them a sense of belonging and self-awareness. Resources are stored safely and at age-appropriate heights. This allows children to use their imagination, play with their friends and be independent in their play.

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

Care practices are robust and children learn about good hygiene routines, such as washing their hands before food. Sound nappy changing procedures are followed and the childminder and her assistants ensure that efficient hygiene practices keep children safe and healthy. Some children are also beginning to show an emerging understanding of managing their own personal needs, as they clearly communicate their need for the toilet. The childminder and her assistants act as positive role models. They apply consistent boundaries for unwanted behaviour and praise children for their efforts, which promotes their self-esteem and confidence. Mealtimes are sociable occasions and children are provided with healthy snacks and meals, to promote their understanding of healthy food choices. In addition, children's independence in their everyday tasks is also promoted at mealtimes, as they clear their plates after their meals and take them into the kitchen.

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

The outdoor environment provides opportunities for children to enjoy daily fresh air and take part in a range of activities, to promote their physical development. Furthermore, children also have opportunities to develop their large muscle skills, as they visit the local park. Here, children learn to take sensible risks and keep themselves safe, as they explore the environment and use a range of apparatus. Children also get to play and meet with other children from different settings, as the childminder and her assistants meet up with other childminders to have picnics in the park. This provides appropriate support to prepare children for their next stage in their learning, as they gain confidence in situations away from the childminder's home.

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provision

Children are kept safe because the childminder and her assistants have a sound understanding of their roles and responsibilities to safeguard children. The childminder has attended relevant child protection training and knows how to respond appropriately to any signs of possible abuse and neglect. In addition, the childminder ensures that her assistants can explain their safeguarding procedures, as she shares the policy with them at their induction meeting and ongoing appraisals. Safeguarding policies and procedures include the procedure the childminder will follow in the event of an allegation being made against her or her assistants. Furthermore, all policies and procedures are regularly reviewed and shared with parents so they understand the childminder's responsibility to keep children safe and protected. Children are supervised well during their play and assistants are deployed effectively, to ensure children's needs are met. Additionally, the

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provision

childminder obtains parents' permission to leave children in the sole care of her assistants for a period of two hours, at the most, in a single day. Daily risk assessments are carried out to ensure that areas used by children are safe and reasonable steps are taken to minimise hazards. Recruitment and vetting procedures comply with statutory requirements. Assistants are vetted and Disclosure and Barring Service checks are completed, to help guarantee their suitability to work with children.

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provision

The childminder and her assistants demonstrate an efficient understanding of the learning and development requirements. The seven areas of learning are covered through day-to- day activities, which help to ensure that children are making good progress towards the early learning goals. The childminder leads on monitoring children's progress, to ensure that planning and assessment are consistent and display an accurate understanding of children's abilities and progress. As a result, any gaps in children's learning are identified and appropriate intervention and professional advice are sought, to ensure children reach their expected level of development. Arrangements for performance management are in place and the childminder and her assistants work collaboratively to evaluate each other's practice. Consequently, any weaknesses in teaching are quickly identified and they provide support and coaching to each other on a regular basis. Training events are attended by

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provision

the childminder and her assistants, who disseminate good practice to each other. In addition, the childminder encourages her assistants to secure opportunities for continued professional development. As a result, one of her assistants now holds a relevant level 2 qualification. Children benefit as new ideas and techniques are used to enhance their experiences.

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provision

Self-evaluation takes into account the views of parents and children, whose comments are acknowledged through parent questionnaires, verbal feedback and children's smiley or sad face charts. Partnerships with parents are good and this is evidenced through written comments. Newsletters keep parents informed of the topics children will be covering in their learning and any events or activities in the provision. Well-established links with the local school and other childminders make a strong contribution to meeting children's needs, to ensure continuity of care and learning for all children.

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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 EY454229 Local authority Doncaster Inspection number 980666 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 18 Number of children on roll 18

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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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