O'Brien, Mrs Alice

Inspection date

Previous inspection date 09/10/2014 02/11/2011

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early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children make excellent progress because there is a superb balance of child-led play and adult-led activities that are supported by very high quality teaching. As a result, children are stimulated and motivated to learn.  Children's very rapid progress, in all areas, is monitored through precise and sharply focused assessments. These are then used to inform the next steps in learning so planning is targeted to ensure all children's learning needs are exceptionally well met.  Exceptionally well-resourced and carefully planned areas, both indoors and out, ensure children can freely explore and make choices about their play.  All children receive high levels of support to ensure they are emotionally prepared for the next stage in their learning. This means they are confident and self-assured when they move onto school and other settings.  Safeguarding is central to the childminder's practice. Very robust partnerships with a

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This provision is outstanding

wide network of professionals, means even the most vulnerable children are protected at all times.  Precise and accurate self-evaluation means the childminder has a clear understanding of her strengths and weaknesses. Assistants and students are encouraged to develop their skills and knowledge to ensure the service continually improves, to benefit children who attend.

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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 compulsory part 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 main playrooms and the outside area.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector asked the childminder questions about her practice at appropriate times throughout the inspection.

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Inspection activities

 The inspector spoke to the co-childminder, assistant and student during the inspection.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of childminders, assistants and students working with children, the childminder's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day and from information included in the setting's own parent survey.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory part of the Childcare Register. She is registered to work from her mother's premises, in the Carlton area of Barnsley. The whole of the ground floor and the rear garden are used for childminding. The family has a rabbit as a pet. The childminder works with her mother, who is also a registered childminder, and an assistant. They take children on visits to the shops and park on a regular basis and collect children from the local schools and pre- schools. There are currently 24 children on roll. Of these, 14 are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance children's learning even further by using favourite props and objects during small group activities to extend the concentration of children who are not as keen to engage in adult-led learning.

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who attend

Children thrive and are stimulated to learn in this very welcoming, child-focused environment. The childminder works with her co-childminder to provide exceptionally well- resourced indoor and outdoor areas that promote children's independent play. This is superbly balanced with well-planned, adult-led learning. Children's starting points are obtained from parents when children start and observation, planning and assessments are meticulously completed. These are used to ensure planned learning and play opportunities target children's individual learning needs from the outset. For example, children develop early writing skills using a vast range of resources that are accessible in all areas, including in the soil and sand for making patterns. The environment is extremely well thought out, which means that children can leave activities and return to them whenever they wish. As a result, their interests and preferences for learning are supported exceptionally well.

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who attend

Children develop their understanding of mathematical concepts during focused activities and child-led play, where they learn about size and shape as they make comparison between different objects. They also learn to weigh, measure and recognise numbers of personal significance to them. Lots of praise is given for their achievements, enhancing their concentration, enthusiasm and self-esteem. As a result, they are extremely well prepared for the learning they will experience in school and have firm foundations on which to build their knowledge and understanding.

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who attend

The childminder is proactive in developing partnerships with other professionals to promote a shared approach to children's learning. Using information shared at regular meetings, she develops focused educational programmes to address any gaps in children's learning. Learning records give a precise and accurate summary of children's progress over time, including the required progress check for children between the ages of two and three years. Parents regularly share children's development records and they are encouraged to add their comments. The childminder also gives parents high levels of support to promote children's learning at home. Parents comment that the childminder has a very good understanding of how to promote children's learning in a home environment. For instance, she shares strategies with them for engaging children who prefer solitary play. For example, she suggests using everyday household objects to

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who attend

promote children's problem-solving skills, encouraging them to try to fit different items into jars. This shared approach ensures all children are making rapid progress and are very well prepared for their next steps in learning, which is usually school.

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who attend

The childminder uses skilful questioning to help children share their knowledge and ideas. She perceptively observes and listens to them and enhances their learning by taking advantage of spontaneous opportunities to capture their interest. For example, they discuss where aeroplanes flying overhead might be going, which prompts a discussion about children's holidays. This is extended through an ongoing topic about different countries. Children develop their communication and language skills because the childminder talks to them throughout their play. They also listen to favourite stories and sing familiar songs. The childminder gives them prompts to help them recognise sounds and letters. Children are encouraged to listen to each other and each child is given time to think and speak. During child-led play, the childminder often uses favourite toys and objects to promote children's understanding of spoken language. These could be used

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who attend

more effectively during small group activities to extend the attention of children who are sometimes reluctant to engage in adult-led learning. For example, by using puppets or small world toys to enhance stories and nursery rhymes even more. Nevertheless, all children are making very strong progress from their starting points.

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

Parent-led settling-in sessions ensure each child receives high levels of support. This helps them to form extremely secure attachments. Information is exchanged with parents about children's individual care needs to ensure these are effectively met and that care is consistent. Parents comment that the childminder strives to provide the very best care for children by putting their needs first and really getting to know what they enjoy. Children enjoy relaxing routines throughout the day if they need to rest or sleep. As a result, they are very settled and their emotional well-being is fully promoted. Partnerships with parents, carers and outside agencies are excellent. The childminder is proactive in ensuring they are fully involved in the care and kept informed about the well-being of their children. Parents comment that they feel involved in decision making and their opinions are respected.

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

Children are emotionally secure, confident and happy because they are respected and treated equally. They receive clear and consistent explanations about including others in their play and are encouraged to share, take turns and be considerate towards others. The childminder frequently talks about children's family and home lives. As a result, they accept each other's differences and build superb peer relationships. This also helps them to make connections in their different learning experiences. For example, during role play, children model caring for babies and walking to school with a pushchair. The children enjoy lots of praise and encouragement from the childminder. This helps to build their confidence and self-esteem. Children's work is displayed throughout the setting and they are encouraged to help with simple tasks, such as tidying up. As a result, they learn to respect and value the environment, and develop an awareness of responsibility within the

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

setting. Children's behaviour is excellent. This is because they are supported very well to understand how to manage their own behaviour, as well as being constantly engaged in interesting and stimulating play.

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

Excellent partnerships with outside agencies ensure detailed information is shared with relevant professionals. This ensures the most vulnerable children are kept very safe and are exceptionally well protected. They play in a safe environment and are developing a thorough understanding of how to keep themselves safe. For example, children learn how to use everyday tools safely, as well as learning to assess hazards during their play. Healthy lifestyles are fully promoted and children develop a thorough knowledge of how healthy practices and exercise promotes their overall health and well-being. The childminder's healthy eating policy is shared with parents and they are encouraged to provide healthy packed lunches that are balanced and nutritious. The childminder sits with children to eat their lunch and fully utilises the time to engage children in conversations that help them to share their experiences from home. Excellent hygiene practices are in

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

place at all times and daily routines support children in developing their self-care skills. For example, they find their own shoes, hang their coats up and pour their own drinks. These embedded practices mean children can attend to their own personal care needs when they move on to school.

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provision

The childminder works with an assistant and supports students who are attending placements. Robust recruitment and vetting procedures are implemented to ensure all adults are suitable for their role and that they have Disclosure and Barring Service checks in place. Inductions include detailed information about safeguarding and make sure practitioners are aware of their responsibilities. Ongoing suitability is supported through very effective mentoring and supervision, which identifies any further training needs and helps staff to develop their skills. Students comment that working in the setting is a rewarding experience because the childminder's enjoyment of her job is infectious. Effective deployment of adults ensures that children are well supervised and supported at all times. The childminder has an excellent understanding of how to keep children safe. A robust safeguarding policy is in place that includes the use of social networks, cameras

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provision

and mobile telephones. This is shared with parents, so that they understand the procedures in place to keep their children safe. The childminder ensures all staff understand procedures for reporting concerns about children, adults, or the operation of the setting. The childminder has thorough knowledge of the possible signs and symptoms of abuse and a clear understanding of when to report significant events to Ofsted. Comprehensive risk assessments are implemented to ensure children are kept safe. Fire drills are completed regularly and both childminders and the assistant are qualified in first aid. This means children's well-being is fully promoted. Documents record children's attendance and show that ratios are met at all times. Procedures are in place to record any accidents involving children, any existing injuries, and any medication administered to children.

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provision

Children's needs are superbly well met through highly effective partnerships with outside agencies and successful strategies that ensure parents are included at all levels. The childminder shares information in various ways including, daily discussions, posting information on noticeboards, emails and text messages. This ensures that parents are very well informed about all aspects of the provision. Transitions into the childminder's care and for the eventual move to school are planned well to support children's emotional well- being. For example, children enjoy a number of settling-in visits. The childminder visits the local school with parents to meet with school staff and share information about children's progress.

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provision

The childminder works extremely hard to promote quality in all aspects of her provision. Working closely with her co-childminder, she has developed robust self-evaluation that accurately identifies strengths and areas for improvement. The views of parents and children are sought. The childminder also undertakes the local authority quality improvement programme, which continually assesses the high standard of care she provides. The childminder is highly motivated to improve her skills and she accesses regular training to enhance her knowledge. For example, she has attended training that focuses on working with children with autism and managing challenging behaviour. The childminder employs very effective methods for monitoring the quality of teaching and analyses the effectiveness of the educational programmes to ensure children make excellent progress. She successfully monitors the development of each child to make

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provision

certain any gaps in children's learning are quickly identified and addressed. Undoubtedly, her professional approach means that children receive a quality service at all times.

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The Childcare Register

The requirements for the compulsory 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 EY425536 Local authority Barnsley Inspection number 850141 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 24

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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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