Childminder in Doncaster

Inspection date

Previous inspection date 04/09/2014 07/07/2010

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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 robust procedures in place for safeguarding and understands her responsibilities well, with regard to protecting children. She has clear written policies in place, which she shares with her assistants to ensure a consistent approach to children's care.  The childminder has a good understanding of how children learn across the seven areas of learning. She provides children with activities that interest and challenge them. As a result, they make good progress in their learning.  Children build secure attachments with the childminder. This ensures that they are settled and happy in the provision.  Good partnership with parents means that the childminder recognises and promotes the individuality of children to meet their needs effectively.

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It is not yet outstanding because

 The childminder does not consistently support children to learn about good hand- washing practices after handling animals.  The childminder misses opportunities to use numbers and print in the outdoor environment. As a result, there are fewer opportunities to develop children's early reading and mathematical skills outdoors.

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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 toured the premises used for childminding.

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Inspection activities

 The inspector observed practice and interaction between the childminder and children during play and at snack time.

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Inspection activities

 The inspector looked at a range of documentation, including the childminder's policies and procedures, the children's assessment records and planning documents.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector checked the childminder's qualifications and evidence of her suitability.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged six years in Skellow, Doncaster. The childminder is registered to work with two assistants. The ground floor of the house and one of the bedrooms are used for childminding. The family has a dog and a number of guinea pigs. She collects children from the local schools. There are currently 18 children on roll, one of whom is in the early years age range, and they attend for a variety of sessions. The childminding provision operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder 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:

 develop the use of numbers and print in the outdoor environment to further encourage children's interest in letters and numbers

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

 enhance children's understanding of good hygiene practices, for example, by ensuring they always wash their hands after touching animals and understand the reasons for this.

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who attend

The quality of the teaching is good. The childminder demonstrates a good understanding of how children learn. She uses her knowledge to provide children with a wide range of interesting and challenging activities across all seven areas of learning. The childminder collects a comprehensive range of information about the children from parents when they first attend her home, so that she is familiar with their capabilities, interests and routines. She makes effective use of this information, in conjunction with her own ongoing observations, to assess children's starting points and next steps in their development. Consequently, all children are making good progress and developing the key skills needed to prepare them for their next stage in learning, such as nursery or school.

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who attend

The childminder gets down to the children's level as she effectively supports them to develop their communication and language skills. She talks to the children all the time, introducing new vocabulary, naming objects, describing what she is doing and skilfully using open-ended questions to extend and re-shape tasks. This provides children with good opportunities to play and explore, to be creative, critical thinkers and active learners. For example, as children choose to play with stacking cups, the childminder allows them to experiment with the cups, asking, 'Do you think it will be the bigger one or smaller one next?' She uses children's interests and fascinations when planning for their next steps in development. For example, she uses children's interest in animals to extend their vocabulary, naming the animals and supporting the children to group and count them. This supports children's communication and language skills, and their mathematical

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who attend

development effectively. Consequently, children are developing good attitudes towards having a go, and are happy and motivated to learn. The childminder encourages children to share books. She asks questions about the pictures and the noises the animals make as she sits reading to the children. The childminder points to the words and pictures as she reads, supporting children's pre-reading skills and preparing them for their next steps in learning.

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who attend

Partnerships with parents are well promoted because the childminder actively encourages them to be involved in their children's learning. Children's ongoing progress and development is effectively shared with parents on a daily basis, at the beginning and the end of each session. The childminder supports the children's learning at home effectively, by sharing children's next steps in development with parents and suggesting activities they can do with their children at home to support their learning further. The childminder is fully aware of the requirement to complete the progress check for children aged between two and three years, and to provide parents with a written summary of their progress against the prime areas of learning. Parents are complimentary about the childminder and the service she offers.

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

The childminder provides a warm, welcoming and nurturing environment where children feel emotionally secure. The children settle quickly in the home, as the childminder works closely with parents to ensure the children's individual needs are met. They are encouraged to share what they know about their children before they start with the childminder. This includes the children's likes, dislikes, fascinations, how they usually settle, important people in their lives and home routines. Consequently, the childminder is able to plan in advance for children's individual needs and interests. Children and parents visit the childminder for short play sessions before children make short visits alone. As a result, children form strong emotional attachments to the childminder and are emotionally confident in her care. This ensures a smooth transition between home and the childminder's care, and effectively promotes children's well-being. The children form

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

strong bonds with the childminder and, subsequently, are happy and content in her care. She responds well to children's emotional needs, recognising when they need reassurance and comfort.

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

The childminder provides a well organised environment. As a result, children help themselves to toys and resources to support their play. This supports their independence well. The indoor environment is rich in print, children's pictures, displays and labels visible. However, there are fewer opportunities for children to see numbers and print in the outdoor area, to support their early reading and mathematical skills during independent play. Children access the outdoors daily and have many opportunities for exercise and fresh air. The outdoor areas are well resourced with swings, slides and wheeled vehicles available. Children learn to care for the childminder's pets, developing an understanding of the needs of others. However, the childminder occasionally misses opportunities for the children to learn about good hand-washing practices after handling animals. Although, overall, children learn good self-care skills from a young age. For example, the childminder

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

encourages children to wash their hands before eating and to feed themselves at mealtimes.

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

The childminder promotes children's understanding of equality and diversity through a wide range of activities, including stories, role play and cultural celebrations. Children behave very well when they are with the childminder. She is a good role model for them as she demonstrates how to treat others with kindness and care. The childminder encourages manners and explains rules to the children in language they can understand. Robust risk assessments are in place to keep the children safe in the childminder's home, in addition to assessments for when they are on trips to the local schools and parks. Children are taught to cross the road safely and supported to use equipment appropriately. This enables the children to develop a good sense of personal safety. The childminder prepares children effectively for their move to school. She takes and collects children from the local schools, ensuring the children are familiar with the building and

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

staff. She speaks to parents and prospective teachers, ensuring children have the independence skills required for school. As a result, children are emotionally prepared and, subsequently, make a smooth transition to the next stage in their learning.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage and, subsequently, implements it well to ensure children's safety. Children are kept safe from harm because the childminder has a secure knowledge of the procedures to follow should she have a concern about a child in her care. For example, she knows to record and report matters of concerns to the relevant external agencies. Policies and documents are well organised; for example, attendance registers, permission slips and medication consent are completed appropriately to further protect children. This is reinforced by other safe practices, such as security arrangements. The childminder has good systems in place to ensure the premises are secure. Visitors' identities are checked and the outside door is locked to prevent unauthorised people gaining access and the children leaving unaccompanied. Children are protected in the event of an accident, as the

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provision

childminder has a current paediatric first-aid certificate. The childminder maintains detailed written risk assessments to ensure children's safety and good health within the setting. As a result, children are cared for safely and their well-being supported effectively.

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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 very effective 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. Consequently, the childminder is able to quickly identify and support any child, who is not developing at the expected levels. She understands and values the need to have partnerships with external agencies, to ensure that children receive the appropriate support and interventions they need to support their progress. The childminder has an appropriate level 3 qualification. She has completed additional training to improve her knowledge and support the children she cares for. In addition, she also meets with other

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provision

local childminders to discuss good practice issues. This demonstrates that she is committed to updating her professional knowledge and making improvements to her service. The childminder has successfully addressed the recommendations from her last inspection, through the effective tracking and monitoring of children's developmental progress from their starting points, to ensure they make good progress. She effectively reflects on the service she provides and has identified areas for development. She also receives support from the local authority improvement officer.

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provision

The childminder has effective systems in place for monitoring the work of her assistants, ensuring a consistent approach to the children's care. She has established a friendly and professional partnership with parents and carers, so that she can meet children's needs effectively. The childminder ensures that they are informed about their children's care and learning. They receive a good variety of communication through daily verbal exchanges and through the sharing of children's development records. Parents and children are actively encouraged to share their views and these are complimentary about the service provided and the care of 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 EY403432 Local authority Doncaster Inspection number 879476 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 10 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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