Childminder in Doncaster

Inspection date

Previous inspection date 09/09/2014 03/11/2008

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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

 The childminder uses her secure knowledge of the different areas of learning to provide a comprehensive and interesting educational programme. As a result, children are engaged in a broad range of activities that challenge their learning.  Children make good progress in their learning and are well prepared for school because the childminder effectively uses observations and her knowledge of how children learn, to plan their next steps in learning.  The childminder's sound understanding of safeguarding and the implementation of comprehensive policies and procedures ensures that children are protected from harm.  The childminder builds warm and trusting relationships with children because she is sensitive to their needs. As a result, they feel secure in her care and quickly grow in confidence.  Partnerships with parents and other professionals are strong and the childminder uses them effectively to support the well-being of all children.

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It is not yet outstanding because

 Opportunities for children to use natural materials are not maximised so the childminder is not always able to make use of the teaching opportunities these present.

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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 areas of the premises used for childminding.

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Inspection activities

 The inspector looked at a range of documentation including parental questionnaires, policies and procedures and reviewed the children's files that contained observations, planning and assessments.  The inspector spoke with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and the suitability of adults in the home.

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Inspection activities

 The inspector observed practice and the interactions between the childminder and children during play and care routines.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult son in a house in in Balby, in Doncaster. Her son occasionally works as her assistant. The whole of the ground floor is available for childminding, which includes a playroom, lounge, conservatory and downstairs toilet. There is a secure rear garden available for outside play. The family has fish and a dog as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently eight children on roll. Of these, four are in the early years age group and attend for a variety of sessions. The childminder provides funded early education for two-, three- and four-year-old children. She supports a number of children who speak English as an

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Information about the setting

additional language. The childminder holds a relevant qualification at level 3. She operates all year round from 7am to 6.30pm, 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:

 extend children's use of natural and open-ended resources to allow all teaching opportunities to be maximised.

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who attend

The childminder provides a broad and interesting educational programme for children that is based on her secure knowledge of how to promote learning. She ensures that all the areas of learning are covered through a variety of resources and activities. For example, for each of the different areas of provision the childminder has identified what the learning opportunities are for different aged children and how they can be enhanced with additional resources. She also provides details about the role she plays in supporting children's development by identifying vocabulary and questions she could use to extend their learning. The childminder makes good use of her outdoor area providing a range of resources that promote learning. For example, a large threading net supports the development of children's motor skills and equipment that allows children to experiment with water and balancing. The childminder is beginning to introduce some natural

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who attend

materials into the setting, for example, herb plants in the dinosaur small world play. However, these are not yet widespread through the provision and as a result, the childminder is not maximising the teaching opportunities presented by these types of resources. Observations the childminder makes are recorded for each child and used to plan next steps in children's learning. For example, children who speak English as an additional language are carefully observed by the childminder to find out what words they already know. She then plans additional resources, such as flash cards and dual language books to support their growing vocabulary. The childminder uses her observations to inform her assessments of children's progress. She regularly reviews their achievements and gauges their progress using information about children's expected developmental milestones. The childminder uses information from parents and other settings about children's interests

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who attend

and preferences to help inform her initial assessments of children's starting points. Children are well prepared for their transfer into school because the childminder has a sound understanding of the skills and knowledge children need before they start school. For example, children learn how to write their name and to tell familiar stories using pictures in books.

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who attend

The childminder uses her secure understanding of how children learn and her knowledge of the individual children who attend to identify the learning opportunities offered by different activities. She uses sensory play with foam and water to effectively engage children of different ages and abilities. Children are asked questions that make them think about what they are doing and what the foam feels like. The childminder uses the activity to teach children to count as they add small balls to the foam, praising children when they join in. The activity is enhanced and children's learning is extended because the childminder adds paint to the foam and they delight in feeling the texture and watching it mix. Children are then able to experiment with making marks on paper using the coloured foam. The interesting activities offered by the childminder engage children who demonstrate high levels of concentration as they experiment with the resources. Effective

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who attend

teaching strategies are used by the childminder to support children's growing communication skills because she repeats key words and phrases for children who speak English as an additional language and babies who are learning to talk.

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

Children settle quickly into the setting because the childminder provides a warm and welcoming environment. Parents complete information sheets about their children so that the childminder knows their preferences and routines before they start. As a result, the childminder is able to effectively meet their needs from the moment they arrive and children feel safe and secure in her care. Children quickly develop strong attachments to the childminder and are confident to seek her help, even when they do not speak English. Children are comforted by her cuddles and reassuring words when they are hurt and quickly recover. The childminder knows the children well and is sensitive to their needs, recognising when babies in her care are tired and hungry. Children are encouraged to respond to simple boundaries, such as sitting down to eat and tidying away toys. They also respond quickly to instructions during activities, for example, about not putting small

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

objects in their mouths. As a result, the childminder keeps children safe and children are developing appropriate behaviours. The childminder helps children be prepared for school because they are involved in taking older children into class so they become familiar with the surroundings and their new teachers. The toys provided by the childminder are stored in labelled, clear boxes on shelving that allows children easy access to the resources they need to lead their own play. For example, children engaged in role play are able to combine resources, enabling them to play with what they know about the kitchen and cooking food. Children's independence is further promoted by the childminder because she encourages them to cut their own fruit at snack time and ensures they learn how to put on their shoes and coats before they start at school. The childminder supports all children to be involved and adapts activities

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

so that different ages of children can play together. For example, younger children are provided with low-level chalk boards so they do not have to stand on the bench with the older children. This also teaches children about how to be safe and manage the risks of climbing.

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

The childminder provides a range of healthy snacks for children, that they are encouraged to try. Older children learn about ingredients when they are involved in making their own pizzas. As a result, children are supported to develop healthy eating habits. This is complemented by free access to the garden area where they have fresh air and exercise that promotes their general well-being. The childminder teaches children about the importance of washing their hands so that they are learning to manage their own personal needs according to their age.

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provision

The childminder has a clear understanding of her responsibility to safeguard children and her commitment to keeping children safe is demonstrated through the procedures she implements. For example, the childminder's house has an intruder alarm and closed-circuit television. She also regularly attends safeguarding training to keep her knowledge up to date. The childminder has a good understanding of what would cause her concerns about the safety or well-being of a child and the actions she would take to protect them. All adults associated with the setting have undergone suitability and vetting checks and parents have given permission for children to be left with her assistant for short periods of time. The childminder has a comprehensive range of policies and procedures that cover all aspects of her provision and these are shared with parents. There is a notice board displaying up-to-date information for parents about how the childminder delivers the Early

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provision

Years Foundation Stage and reminders about her mobile phone and camera policy. As a result, parents are kept well informed about all aspects of her provision. There are risk assessments that cover all parts of her provision so the safety and well-being of children is maintained.

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provision

The comprehensive planning systems used by the childminder ensure that the resources and activities that children access cover all the areas of learning and development. Individual children's progress is monitored through regular reviews that enable the childminder to identify any areas of learning children may not be making progress in. The childminder is continuously evaluating her provision and actively seeks additional training. Recent training about supporting toddlers has impacted in her provision because she is beginning to incorporate some natural and living objects. The childminder's evaluation of her provision includes using parental questionnaires to obtain information about how well her service is meeting their needs. Parents report that they are happy with her approach and are pleased with the progress children make in their learning. Although her son only occasionally works as her assistant, the childminder discusses with him how best to

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provision

The childminder has established partnerships with a range of other professionals and works effectively with them and parents to promote the well-being of all children. She has close connections with a number of local schools and their teachers. Consequently, the childminder is able to share information with them about children before they start which facilitates their transfer into school. She regularly attends the local children's centre to meet with other childminders and works in partnership with the centre to establish support for them. The childminder provides good support for children who speak English as and additional language because she researches key words and phrases and uses additional strategies to support their understanding. For example, she uses visual aids to help children understand routines and what is happening next.

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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 EY152010 Local authority Doncaster Inspection number 869674 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 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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