Pringle, Marie

Inspection date

Previous inspection date 18/09/2014 09/01/2012

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early years provision

This inspection: 2 Previous inspection: Met 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 a secure understanding of how children develop and uses detailed observations of children to make accurate assessments of their progress. As a result, the childminder can plan interesting experiences that challenge children's learning.  Children benefit from the consistently good teaching strategies used by the childminder during play to extend their learning. Consequently, they make good progress in their learning.  The childminder works in partnership with parents to support children to settle. As a result, children quickly form secure attachments and grow in confidence.  Children are safeguarded because the childminder has a good understanding of child protection issues and implements clear procedures to protect children.  The childminder continually reflects on her practice and accurately evaluates her provision. Consequently, areas for development are identified and outcomes for

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It is not yet outstanding because

 The childminder does not maximise the partnership with school, which means that she is not always providing learning experiences that enhance what children do at school.

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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 had a tour of the areas of the premises used for childminding.

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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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Inspection activities

 The inspector looked at a range of documentation including parental questionnaires, policies and procedures, and reviewed the children's files containing 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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Information about the setting

The childminder was registered in 2001 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 12, 15 and 17 years in a house in Barnby Dun, near Doncaster. The whole of the ground floor and a secure garden area are used for childminding. The family has a pet cat. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently five children on roll. Of these, one is in the early years age group and attends for a variety of sessions. The childminder cares for children with special educational needs and/or disabilities and those who speak English as an additional language. She operates all year round, from 7am to 8.45am and 3.15pm to 6.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of

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Information about the setting

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:

 build on existing partnerships with school, so that opportunities to enhance and complement what children are learning at school are always maximised.

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who attend

The childminder has a secure knowledge of how children learn and develop through play. She provides resources and activities that are interesting so children are engaged in purposeful play that promotes learning. For example, a tray on the floor contains compost, small world animals and vehicles. Children are attracted to it and lead their own play as they discover worms that can be dug up with the tractor. The childminder provides a broad and interesting curriculum with a focus on real-life experiences and using natural materials. For example, leaves collected from the park are used with the animals and blocks of wood are available to stimulate imagination. The childminder involves older children in planning activities and uses their interests to plan ongoing projects. For example, children's interest in feeding the birds involves buying the necessary equipment with the childminder and researching the birds they might see.

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who attend

The childminder uses her good understanding to listen perceptively as children play and intervene at appropriate times to extend their learning. For example, she suggests songs they can sing about worms and introduces additional resources to small world play, as they discuss how vets look after animals. Children benefit from the consistently good, and sometimes outstanding, teaching strategies the childminder uses to make them think and challenge their learning. Role play with a shopping till and money is used effectively to assess and extend children's understanding of number. The childminder supports the oldest children to recognise the numbers on the coins and add them together. She introduces mathematical language and supports children to think through problems, such as adding more or sharing out. Children are supported effectively because the childminder allows time for them to think and skilfully questions them. For example, the childminder

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who attend

models problem solving when the keys on the toy shopping till do not work. She provides a commentary of the things she tries and suggests different solutions. As a result, children are developing the skills needed to become effective learners and make good progress in their learning.

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who attend

Assessments of children's capabilities and achievements are accurate because the childminder uses her experience and knowledge whilst observing children. When children first start, she collects detailed information from parents about what they can do, such as recognising letters, naming colours and counting. As a result, the childminder can quickly make baseline assessments and plan activities to challenge children's learning. Older children demonstrate their knowledge of number during games with marbles and the childminder continually observes their abilities, so that she can plan suitable next steps in their learning. For example, activities are planned to encourage children to write numerals in sand and foam. Observations of children are detailed and informative, so that the childminder can use her knowledge of children's interests to support planning, and ensure that activities are engaging and match the needs of individual children.

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

The childminder provides a warm and welcoming environment for children who are happy and confident. Children attend settling-in sessions before they start to support the development of secure attachments. The childminder uses information from parents about children's preferences and interests, so that she can provide support that meets their individual needs. She is attentive and sensitive to children so they quickly grow in confidence. Children feel valued and they develop self-esteem because the childminder listens carefully to them and praises their contributions to conversations. As a result, children confidently display their singing abilities and ask for her help when they need it. The childminder uses familiar routines to help children feel welcome and included. For example, the childminder places interesting resources in a basket and the children delight in remembering the song and discovering what is in the basket today. Children are

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

supported to work together and cooperate as they investigate the things they find.

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

Children respond well to the boundaries and expectations of behaviour set by the childminder and demonstrate good manners when talking to each other. The childminder models good manners during play and children learn to take turns. The house rules are written each year by children attending and they represent their understanding of how to be responsible and kind to others. The childminder effectively challenges stereotypes during conversations with children about the different colour cups boys and girls might choose. Consequently, children are encouraged to think about others and tolerate differences. Overall, children are developing the personal, social and emotional skills they need during their time at school. Children are developing independence because the childminder provides opportunities through routines and play for them to do things for themselves. For example, children are encouraged to store their shoes in the basket and pour their own milk at snack time. A

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

wide range of resources is freely available to children and they are encouraged to access additional toys from the cupboard to support their play. The childminder knows each child's abilities and children are able to manage their own personal needs according to their age with sensitive support. Children are learning about hygiene because the childminder talks to them about why they need to wash their hands before snack time. The childminder provides healthy foods at snack and mealtimes, so that children are developing healthy eating habits. This is complemented by free access to the outdoors and exercise as they walk on the school run.

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provision

The childminder has a good understanding of her responsibility to safeguard children and protect them from harm. She has received detailed training so has up-to-date knowledge about child protection issues and is confident in recognising signs that would cause her concern about a child's safety and well-being. A safeguarding policy supports her practice because it provides details about what she would do in the event of a concern. All adults associated with the setting have undergone checks on their suitability to be with children. The childminder has a range of policies covering all aspects of her provision that are shared with parents. Risk assessments are completed by the childminder to cover outings, her home and equipment and regular checks ensure that broken or damaged resources are removed. As a result, children play in a safe and secure environment.

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provision

Children receive and broad range of experiences because the childminder makes links between different activities and the different areas of learning. She aspires to provide real life experiences where children can play with natural materials, such as wood and compost. The childminder identifies that through these resources children receive learning opportunities across a wide range of areas of learning. The system for recording observations and assessments enables the childminder to monitor the educational programme and ensure that all children are accessing and making progress across all areas. The childminder is a reflective practitioner and the self-evaluation of her provision accurately reflects her strengths. She has attended many courses to improve her knowledge and understanding, for example, to support children's language development and mathematical skills. The childminder works with parents through conversation and

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provision

questionnaires to make sure she is providing a service that meets their needs. For example, additional outings are organised during the holidays to provide children with a greater variety of experiences.

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provision

The childminder works in partnership with a range of other agencies to provide support for children with special educational needs and/or disabilities. Her role at the local pre-school supports her understanding and she has received additional training. Children who speak English as an additional language at home are supported by working with parents. The childminder predominately cares for children before and after school and communicates regularly with teachers. However, these partnerships are not maximised to enable the childminder to further enhance the learning opportunities she provides by making direct links to what children are learning in school.

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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 EY219249 Local authority Doncaster Inspection number 817356 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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