Childminder in Barnsley

Inspection date

Previous inspection date 26/08/2014 25/06/2010

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Teaching strategies ensure that children fully immerse themselves in carefully considered, superbly planned activities, which enable them to make links in their learning through memorable activities and experiences.  Children's behaviour is excellent as they feel appreciated and included. The childminder also takes many steps to promote positive behaviour, such as implementing the playroom rules, and is a very positive role model herself.  The children's safety is promoted exceptionally well because the childminder has a very strong understanding of safeguarding procedures and carries out thorough risk assessments.  The childminder develops strong relationships with parents and ensures they are fully informed about their children's day and development. This effective two-way flow of information aids children's care and learning.  The childminder has excellent organisational skills and is keen to continually develop

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This provision is outstanding

her service by reflecting on what she needs to do to make her service better for the children and their parents.

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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 undertaken by the children, childminder, and her co-childminders.  The inspector discussed practice with the childminder.

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Inspection activities

 The inspector sampled documents in relation to children's learning and development, safeguarding and those relating to training, support and skills.  The inspector took account of the childminder's self-evaluation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of childminder and other household members aged over 16 years.  The inspector considered the written views of parents.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She childminds with her husband and mother who are also registered. They all live in a property in Barnsley, South Yorkshire. The childminding service is provided from an annexe building within the grounds of the family home. There is a fully enclosed garden and paddock for outside play. The childminder has five dogs, which do not have contact with the children. The family also have peacocks, a budgie, rabbits and fish as pets. The childminder collects children from the local school and visits the shops and parks on a regular basis. There are currently 11 children on roll, of whom 10 are in the early years age group and attend for a variety of sessions. The childminder operates every weekday, all year round, except for family holidays. She also provides overnight care as needed. The childminder is a member

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Information about the setting

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:

 extend the already successful ways of helping children to understand that information can be relayed in print, for example, by using and reading recipe cards with the children when baking.

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who attend

Children make excellent progress in their learning in this highly stimulating environment. The childminder's excellent knowledge of how children learn is used to engage each child in rich and varied learning experiences. Therefore, children make rapid progress in their learning and development. The carefully considered balance of free play and adult-led activities ensures children are totally engrossed and have fun while they learn. The childminder has developed clear and extremely well presented systems for recording and monitoring children's progress, through spontaneous and planned observations. Children's progress and their next steps in development are consistently recorded in their files. The childminder regularly monitors their development to ensure that they continually make rapid progress. Parents are fully included in their children's learning, as they are encouraged to contribute to their children's assessments through the comprehensive daily

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who attend

diaries. When children first start a detailed initial profile is completed by parents with information about likes, dislikes and what they already know and can do. This begins an enduring relationship where parents are valued as children's first and most important educators. The childminder shares assessments and produces and six monthly reports on children's progress for parents information. The progress check for children between the ages of two and three years is also completed and shared with parents. This highlights any additional needs a child may have so that interventions can be sought quickly to maximise progress. Parents are given very good information on how they can extend their children's learning at home through the daily diaries and the next steps identified for development. This greatly enhances the two-way relationship in caring for children and promotes their rapid development.

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who attend

Children have lots of opportunities to take part in highly imaginative activities that are based on topics drawn from their interests. This results in motivated learners who become immersed wholeheartedly in the activities. For example, children learn about the whole cycle of water. They learn about the weather, rain clouds and how water is collected and filtered. They visit waterfalls, lakes and the sea to learn about the different bodies of water in our environment. Activities are differentiated for the different abilities of the children. For example, whilst older children learn about the properties of water, younger children develop their vocabulary. The childminder develops children's communication and language skills exceptionally well. She talks with the children and asks questions so that they recall past events and activities in their own words. To enhance toddler's vocabulary, she constantly talks with the children about what she and they are doing so that they

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who attend

learn to link words with actions. Children are greatly involved in their community. For example, they take part in many fundraising activities to help their favourite charities. They bake buns to sell and raise funds, and they enjoy taking part in fancy dress activities. Consequently, they develop an interest in other people's lives and learn about different families and their customs.

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who attend

Children have lots of opportunity to develop their early reading and writing skills. They access a wide range of mark making materials, both inside and outdoors. There are signs, symbols and posters displayed to help children understand that information can be relayed in the form of print. However, there is scope to develop this further, for example, by using and reading recipe cards with the children as they bake. Children learn very effectively about the world around them, including aspects of growth and decay. They help the childminder and her co-childminders to plant and grow a variety of vegetables and herbs. The children then help to pick and gather the vegetables, including peas, strawberries and tomatoes, and eat them for their lunch. Children have lots of opportunities to develop their mathematical skills through a variety of activities including baking. For example, the childminder encourages the children to read the scales as they help measure the

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who attend

ingredients. They use their counting skills as they count out the bun cases into the tins. In addition, they develop their estimation skills as they spoon out their mixture into the cases, so that each case has a similar quantity. The childminder ensures that all children are fully involved in all aspects of the baking activity because she provides each child with their own bowl, spoon and ingredients. This ensures that younger children, who find it more difficult to share, are fully engrossed in the activity, and it helps to reduce conflict. Consequently, children develop excellent skills for their future learning in readiness for school.

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

Children's personal, social and emotional development is given the highest possible priority by the childminder. Consequently, children's emotional well-being is promoted very well. In addition, the relationship between the childminder and the children is excellent. Children are settled, happy, confident and emotionally secure. They are fully supported in the transition from home to the childminding setting, as the childminder is sensitive to their different needs and those of their parents. Children are also very well prepared for their move onto school. The childminder uses transition forms to share information about the child with their new setting. She reads books with the children about their new adventures, and they visit their school as they collect and drop off the older children with the childminder. Children's independence skills are exceptionally well promoted. For example, they help the childminder prepare the activities, such as collecting the baking

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

ingredients together. The older children help the younger children by sharing out the resources. They make choices, which boosts their self-esteem and confidence, as the childminder lets them taste the cherries and raisins before they decide what they each want to put into their buns.

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

The learning environment is superbly organised with resources on low-level shelving, which encourages children's independence, as they are able to choose and easily select resources for themselves. Children's self-esteem is supported exceptionally well, as examples of their artwork and photographs are prominently displayed. The childminder consistently meets the care needs of each child, and responds sensitively to them as individuals. The clear behaviour management policy identifies the importance of positive reinforcement in order to boost children's self-esteem. She supports children effectively as they learn to share and take turns. Children's behaviour is exemplary, they are polite and display very good manners. This is owing to the good role models set by the childminder and her co-childminders.

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

Children learn about how to stay safe as they are regularly reminded about safe play, and are given appropriate explanations. Children confidently carry out daily routines to promote their health, such as wiping their hands at appropriate times throughout the day. As they bake, they learn that if they lick the spoons and dishes they may spread germs. They have plenty of fresh air and exercise when they play outdoors. In addition, they walk locally and visit the park, or go on trips further afield to the seaside and well-known attractions. A very good range of equipment and resources help to develop their physical skills and they enjoy many active games. For example, older children learn to ride two wheeled bikes as their skills progress. The childminder helps children learn about the safe use of bikes as they are encouraged to wear safety helmets to protect their heads. Children take risks confidently when they play on large apparatus. As a result, they build

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

high levels of confidence in their own physical abilities. Mealtimes are social occasions when children and adults sit together and talk about their interests. They, therefore, act as good role models for the children. Children enjoy freshly prepared healthy snacks and meals that include lots of fruit and vegetables, some of which they grow in the garden. They learn about food that is good for them through activities and daily routines. Drinks are accessible at all times so that children do not become dehydrated. Consequently, children's needs are met exceptionally well.

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provision

The childminder has an excellent knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage, and puts her knowledge into practice exceptionally well. She has a very good awareness of the signs and symptoms of abuse. Therefore, children are robustly safeguarded. She knows how to pass on any concerns appropriately, and the comprehensive policy is shared and signed by parents. Children are cared for in a very safe, well-maintained and organised environment. Rigorous systems for assessing risks to children ensure hazards, both indoors and on outings, are minimised for children. In addition, all adults in the home have undergone appropriate checks to enhance children's safety. There is an excellent range of policies and procedures in place that securely underpin the setting. Parents receive and sign their own booklet so that everyone is aware of each other's responsibilities.

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provision

Self-evaluation, along with regular consultation with parents and children, is skilfully used by the childminder to reflect on her practice and plan for continuous development. All of the areas identified for improvement at the last inspection, have been addressed. Therefore, children's well-being and development are enhanced. The childminder is enthusiastic and highly-motivated, striving to constantly improve the service she offers to children and their parents. In addition, she regularly attends training to update her skills. Consequently, the highly motivated childminder is approved to offer funded places for two-, three- and four-year-old children, which demonstrates her strong commitment to young children's care and learning. The childminder rigorously implements and finely monitors the educational programmes to ensure children make rapid progress. She tracks children's development towards the early learning goals and quickly identifies, and puts

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provision

into practice strategies to effectively close any gaps in learning.

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provision

The childminder and her co-childminders have excellent partnerships with parents. Parents are extremely well involved in the setting. They regularly support and attend community and charity events held by the childminders, such as street and bonfire parties. Parents are also extensively informed about their child's care and activities that their children take part in. Parents also receive and access an excellent range of information about the setting and resources in the local community. In addition, they receive newsletters, and there is lots of information displayed on the notice board and around the playrooms. This helps parents support their children's learning to help maximise their progress. Parents are highly satisfied with the service they and their children receive. They make comments, such as, 'communication between us is excellent', 'we can relax knowing our children are in very safe hands'. In addition, they say that, 'it is an excellent environment for learning

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provision

and development' and 'the childminders meet all children's needs, it is a culturally diverse learning environment, where all children are seen as equal'. The childminder knows how to work closely with other early years providers and agencies that may be involved in the children's care. This ensures continuity of care and learning to an exceptionally high standard.

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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 EY393948 Local authority Barnsley Inspection number 874002 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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