Childminder in Sheffield

Inspection date

Previous inspection date 19/09/2014 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children are happy in the care of the childminder who provides them with constant reassurance and praise, which helps them to settle and feel confident in her care.  The childminder provides opportunities for children to continue their learning and support their progress, during trips and visits to the local area.  Established links with the local schools ensure that children are supported appropriately with the move to school, when the time comes.

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It is not yet good because

 Child protection procedures are not sufficiently robust, as the childminder is unsure of action to take regarding the appropriate use of mobile phones and cameras.  Teaching is not consistent throughout the setting. Planning does not always take account of children's interests and next steps to ensure individual needs are met. Therefore, some children do not experience interesting, challenging activities that do not support them to make maximum progress.  There are fewer opportunities for children to see positive images of race, sex, disability or religion within the setting.

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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 the play room.

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Inspection activities

 The inspector spoke with the childminder at regular intervals throughout the inspection and made observations of the child present.  The inspector sampled a selection of relevant documentation.  The inspector spoke to the child during free play.  The inspector checked the suitability and qualifications of the childminder.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and one child aged 15 years in a house in Chapeltown, Sheffield. The whole of the ground floor and the rear garden are used for childminding. The family has a pet dog. The childminder visits the shops and park on a regular basis. There is currently one child on roll. The child is in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 7.30am to 5-pm, Monday to Friday, except bank holidays and family holidays.

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must:

 ensure effective procedures are in place and understood regarding the use of mobile phones and cameras, to fully safeguard children

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must:

 improve the quality and consistency of teaching, to ensure all children make maximum progress, by using the information gathered to plan and provide challenging and exciting learning experiences, that reflect children's emerging interests and next steps.

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

 provide children with resources that reflect positive images of a wider world, such as, dolls, books, play figures and dressing up clothes.

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who attend

Overall, children make steady progress. The childminder meets the needs of children adequately, because she provides a sound range of activities covering all areas of learning. She has photographic observations of the children and 'All about me' information books from the children's parents. She uses this information reasonably well to support children's learning. However, assessment information is not always used to inform planning, and children's interests are not consistently reflected in the planning. She sometimes misses opportunities to extend learning for children, during their play to support them to make better than satisfactory progress. Development records contain photographs. These show all children are making satisfactory progress and are developing within the expected development band for their age. The childminder works suitably with parents and encourages them to share in their child's learning.

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who attend

Younger children enjoy babbling, experimenting with sounds, and creating personal words. The childminder listens actively to the different messages they are trying to convey. She then repeats and models the language to help them develop their emerging vocabulary. Children take part in creative activities and food tasting sessions for different celebrations, such as, Easter and Christmas. However, there are fewer opportunities for children to see positive images of race, sex, disability or religion, to enhance their understanding of the world in which we live. Overall, children participate well in their activities, including both child-led and adult-led activities. Most children are developing the skills, attitudes and dispositions they require to help them prepare for their next stages in their learning.

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who attend

The childminder joins in with children's play to support their enjoyment. Her interactions are appropriate and allow children to follow their own interests. She asks them questions about what they are doing, and gives them time to think and resolve simple problems for themselves. The childminder encourages physical play and provides a variety of age- appropriate resources. The outdoor environment is used well to support children's overall learning. Children learn about everyday technology as they use various resources including remote-controlled toys and press button on toys that teach them cause and effect. All of these activities adequately support children's readiness for school. Children learn about nature and living things when they go for walks in the community and from looking into the garden out of the conservatory doors at creatures, birds and trees.

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

Overall, children are content, secure and obviously enjoy their time at the setting. Young children develop attachments with the childminder. They are given regular comfort and cuddles when needed. The childminder is a good role model and provides a calm and caring environment for the children. Children's self-esteem and confidence is continually improved through praise and reassurance they receive. As a result, children behave well and are very sociable with others. The setting is organised and resources are accessible to children enabling them to make independent play choices.

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

The childminder provides light snacks and drinks for the children, which are nutritious and healthy. She asks parents to supply food for the children for lunch and tea. The childminder takes account of particular dietary needs and offers a suitable alternative. Older children are encouraged to manage their own personal hygiene routines. The childminder follows parent's wishes about children's sleeping routines. Thorough nappy changing procedures ensure younger children are well rested and comfortable at all times. As a result, children are settled, happy and content. Children benefit from regular physical exercise and fresh air when they go for a walk into the community. This promotes children's health and well-being.

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

Children learn about their personal safety through the childminder's calm reminders and expectations. For example, they are reminded to hold her hand when going out of the setting so she knows where they are. They negotiate the space safely, within the home, and learn how to behave when in the different areas of the provision. However, children are not further protected and supported as the childminder has unclear practices and procedures regarding the use of cameras and mobile phones. The childminder gives clear indications as to how she expects children to behave. For example, she praises their good playing and thanks the children for tidying up. Generally, children are supported in developing skills they need for their future learning and the eventual move on to school. Arrangements are in place to work with other settings and schools attended by the older children when needed. The childminder is able to discuss how these arrangements will be

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

put in place, and used to provide emotional support and continuity of care and education for the youngest children at the appropriate time.

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provision

The childminder has reasonable knowledge of safeguarding procedures. Children's safety is promoted through risk assessments and daily activities, such as, teaching them how to use resources and equipment safely. However, the childminder has not fully considered all risks associated with the use of mobile phones and cameras and does not have clear procedures in place for their use. This means that children are not safeguarded as well as they could be. The childminder has other essential records and policies and procedures in place to promote children's security and health sufficiently. For example, hazards within the home are recognised and minimised so that children's safety is prioritised. The childminder adheres to regulatory ratios to meet the needs of all children and ensure their safety. Children are protected in the event of an accident because she has a current paediatric first-aid certificate and understands her responsibility in the treatment and

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provision

The childminder has a satisfactory understanding of her role in meeting the learning and development requirements, including the extent to which she monitors the planning and educational programmes. She works with other childminders to share ideas and practice to improve the provision and observation, assessment and planning procedures. The childminder has a vision for the session and is keen to improve, and talks about developing action plans with priorities and targets to meet.

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provision

Partnerships with parents are established, ensuring children's development is effectively enhanced while meeting their needs and supporting the move to nursery or school. Parents are able to share information about their children with the childminder; they discuss children's progress when dropping off and collecting their children. The childminder has a clear understanding of her responsibility to work in partnership with other childcare providers and professionals to enhance learning opportunities. She has established links with local agencies and some schools to support all children to ensure continuity of care and learning for all 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 EY445242 Local authority Sheffield Inspection number 901023 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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Name of provider

Date of previous inspection not applicable

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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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