Childminder 144136

Inspection date

Previous inspection date 10/09/2014 08/06/2009

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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 quality of teaching is good. Children are acquiring the necessary skills to be ready for school and their next stage of learning. The childminder gets involved with the children's play, extending their learning in order for them to make good progress.  The childminder has a secure knowledge of child protection and safeguarding procedures. She is confident in her ability to take appropriate action to ensure children are protected and safe while in her care.  Partnership with parents and other organisations are good. This ensures that children get the early intervention and support they need.  Strong bonds are developed with children as they are given plenty of time to settle at the childminder's home. This means that children are happy and relaxed in the childminder's care.

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It is not yet outstanding because

 On occasion, it is unnoticed when babies share toys that have been put into their mouths, presenting the risk of germs spreading.

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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 both play rooms and outside.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's observations, assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of practitioners working with children, and the provider's self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents and carers through written testimonials and cards.

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Information about the setting

The childminder was registered in 1998 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her daughter, who is her co-childminder, in a house in Parsons Cross, Sheffield. The whole of the ground floor and the toilet on the first floor are used for childminding. There is a garden available for outside play. The family have a dog and two cats as pets. The childminder attends a toddler group. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, of whom four are in the early years age group and attend for a variety of sessions. She operates all year round from 7am 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:

 focus more attention on the toys which babies place in their mouths, to avoid the risk of germs spreading.

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who attend

The quality of teaching is good. Children are provided with interesting and challenging experiences. This is because the childminder has high expectations of all children. She carries out effect planning based on accurate assessments of children's learning through monitoring their individual progress. As a result, children are developing the key skills needed for the next steps in their learning. The childminder gets to know the children and families very well from the start. She encourages the parents to have settling in visits which are extended if the children are still unsettled. The childminder gets detailed information by using an 'All About Me' form with the parents. This provides her with knowledge of children's dispositions, likes and dislikes, and builds the foundation of her planning around children's interests. This ensures that when children start with her they are interested and keen learners. Parents receive pictures and text messages to let them

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who attend

know children are actively engaged in activities and settling well. As a result, parents and children feel relaxed, confident and emotionally ready for changes to their routines.

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who attend

The childminder supports children's language skills by carefully listening to what they say. She repeats back to children, corrects any mispronunciation and offers the quieter children closer contact. She gets down to their level, gives them eye contact and nods in appreciation of what they say. As such, children feel valued and included in the group conversations. Children that have lower than average starting points, and English as an additional language are supported very well. The childminder and her co-childminder ensure that information between them and parents are exchanged daily. Parents are also invited to individual meetings where children's progress is discussed and any areas of concern are shared. The childminder gives parents a well-documented summary of children's achievements at the end of each term. In partnership with the parents, the childminder also carries out the progress check for children between the ages of two-and-

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who attend

three years. The information is passed on to other settings as part of children's learning and development profile summary. In addition, parents are asked to contribute and comment on children's development at home. This shared approach to children's learning ensures that over time, all children progress well towards the early learning goals.

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who attend

The childminder adapts activities to support the range of children present. For example, children creating a footprint collage are asked to help set up the activity, select the colours, squirt them into the tray and remove their own shoes and socks. Children that are a little unsure of taking part are given the option to create handprints and toddlers are supported to undress and are held securely as they walk through the paint onto the paper. Consequently, all children experience a sense of achievement through activities skilfully tailored to their individual needs. Children are involved in activities which support their age-appropriate learning. For example, children learn to count using their fingers, use simple subtraction and learn to recognise letters and numbers. They take part in informal small group work identifying days of the week, the weather today and the date. Toddlers are provided with opportunities to practice mark making as they trace their fingers

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who attend

through sand and lentils and make connections between their marks as the childminder sounds out letters for them. As such, children develop the skills necessary to support them in their future learning at nursery or school.

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

The childminder works well with her co-childminder and they have agreed methods for dealing with children's behaviour. Positive reinforcement is clearly having an impact as children behave well, show consideration for others and are consistently polite. The childminder gives a simple running commentary of what she is doing and role models good practice to encourage children to act in ways that promote their health and well- being. She engages children in thinking about their own safety and that of others. For example, children are asked to consider what will happen if the paint is slippery and asked 'how can we make sure that we stay safe?' Consequently, children are using the characteristics of effective learning to gauge their own safety and that of others. Children's differences are sensitively discussed and all children are shown respect. Children's efforts to achieve tasks are consistently praised and older children are reminded that toddlers are

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

still learning to share and take turns. As a result, children become self-assured and motivated to try new experiences. Relationships between the children are strong and they show compassion towards each other. Older children offer help to toddlers without being prompted. Consequently, children demonstrate a strong sense of their own identity and are well prepared emotionally for their next stage in learning.

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

The childminder attends a local toddler group with the children. Children learn skills of social interaction as they play in cooperation with others. The children have a strong emotional attachment to the childminder and are able to confidently explore as they know she is there to support them. Consequently, over time they become self-reliant and independent. This is because the childminder is always close by and offers additional support to the children who are a little shy. She plays alongside children until they develop the confidence to take control of their own play situations. Children are encouraged to carry out simple task for themselves such as, hanging up their coats, removing their shoes and helping to tidy away their toys. Toddlers are given finger foods which supports their fine muscle development and coordination skills. As a result, children are learning to take care of their own personal needs.

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

The childminder ensures that children get fresh air daily. They visit the local park and enjoy running and playing hide and seek in the park's 'secret garden'. The childminder makes sure children are safe by carrying out risk assessments and being extra vigilant when outdoors. This gives children the chance to learn about their environment while taking safe risks. Children are supported in their understanding of a healthy balanced diet and the childminder and the co-childminder talk to the children appropriately about keeping fit and healthy and looking after their teeth. Children have access to a broad range of suitable resources. These are used in a variety of locations in and around the home, providing purposeful and engaging play for all children. However, on occasion children share resources that babies have had in their mouths without the childminder always being aware.

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provision

The childminder has a good understanding of her role in protecting children. She is confident in her ability to take appropriate action to ensure children are protected from abuse or neglect. All required documentation is in place. Clearly written risk assessments are completed to ensure all areas that children access is safe. The risk assessments cover both inside and outside of the home and individual outings such as, to the park or toddler group. Effective safety strategies include appropriate seating and safety gates, external doors being locked and fire detection and prevention equipment being available. The childminder has a current paediatric first-aid certificate and therefore, she has up-to-date knowledge and skills to deal with children who have an accident or become ill. This ensures children are safe while in the care of the childminder. As a result, children's safety is enhanced and promoted well.

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provision

The childminder works closely with her co-childminder and they have established an effective observation, assessment and monitoring system. This provides them with accurate information on children's progress. Consequently, the childminder is able to quickly identify and support children who are not developing at expected levels and put in place early intervention strategies. As a result, all children are able to access good quality teaching, care and learning. The close working partnership of the childminder's means that they use each other's strengths and support each other's areas for development. Since the childminder's last inspection she has improved the development of self- evaluation. She has a daily reflective approach to ensure the service develops further by involving the parents and taking on board ideas and suggestions received. All children are appropriately recorded in the daily register.

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provision

Partnerships with parents and other organisations are good. The childminder spends a lot of time on a daily basis with individual parents, discussing achievements and changing care needs. Parents comments are very encouraging. They state that the 'daily written reports capture who our children really are' and 'the inclusive approach has taught my child about different cultures, religions and languages'. The childminder works with the local schools and nurseries sharing information on children's progress. She is in contact with the local authority childminding support officer and knows she can get advice and support whenever she needs it. Consequently, children are successfully supported and access a setting that is continually improving for their benefit.

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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 144136 Local authority Sheffield Inspection number 874904 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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