Childminder in Doncaster

Inspection date

Previous inspection date 13/10/2014 24/06/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 provides a variety of educational experiences across the seven areas of learning that meet the needs of all children. As a result, they make good progress in their learning.  Children enjoy their time with the childminder as she gets involved with their play and encourages them to play with their friends. Consequently, children have secure attachments with her and their peers.  The childminder has a good awareness of the possible signs and symptoms of abuse and of the procedures to follow if she has any concerns about children in her care. Therefore, children are kept safe from harm.  The childminder has strong partnerships with parents and they work closely together to promote children's learning and development.

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It is not yet outstanding because

 On occasions, the childminder sometimes over directs children's play in the indoor environment, rather that encouraging them to lead their own play.  The childminder does not always organise toys and resources to enable younger children to make independent choices in their play, to further extend their learning.

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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 conducted a joint observation with 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 looked at evidence of the suitability of assistants and all adults living in the setting. She also looked at safeguarding procedures and a variety of other documentation.  The inspector viewed a sample of the children's development records.  The inspector observed children playing in the playroom.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Askern, Doncaster. The whole of the ground floor and the rear garden are used for childminding. The childminder currently works with an assistant, who works various hours across the week. The childminder takes children to a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently 11 children on roll. Of these, six are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except for 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:

 enhance opportunities for children to lead their own play following their interests, for example, by giving children time to play and explore without intervening when playing indoors

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

 enhance younger children's independence, for example, by reviewing the organisation of resources in the playroom, to enable children to make more independent choices.

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who attend

The childminder provides a variety of educational experiences across the seven areas of learning that meet the needs of all children. She has good knowledge and understanding of how children learn and creates individual plans for children's next steps. She works closely with the parents to find out children's starting points. This ensures that children are engaged and motivated to learn when they start with her. Children are involved in activities that promote their understanding of mathematics and communication and language. For example, children doing simple jigsaws, are supported by the childminder's assistant to name the sea creatures; they discuss where they live, how many tentacles they have and what colour they are. This supports children's critical thinking skills. She gives them time to think, respond and clarify their own understanding. Children competently count throughout their activities, such as how many building blocks, trains or

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who attend

cars. The childminder assists children by counting along with them and supportively challenges children if they miscount, for example, by recounting with them. As a result, children are developing skills to support their next stage of learning, which for some will be school.

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who attend

Children are supported well in their physical development. They have access to a very good outdoor environment, which excites and stimulates their imagination. They go on mini-beast hunts and play hide and seek using letters, numbers and objects that the childminder hides and children then search for the matching pairs. The quality of the teaching is good. Children are actively involved in watching butterflies grow, helping feed and name them and then releasing them into the garden. This introduces children to nature and caring for the environment and the childminder and children discuss how important wildlife is. Parents are involved with their children's learning. The childminder uses a daily diary, as well as verbally informing them of what activities their children have taken part in and the learning that has taken place. In addition, the childminder notes down the date and time when young children meet a milestone within her care. She

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who attend

shares this with parents to keep them fully informed of their children's development.

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who attend

The childminder knows children well. She regularly reviews her resources to ensure that children's interests are supported. However, children cannot see all of the resources and this sometimes makes their independent choice more difficult. Because some of the resources are not freely accessible to children, the childminder has a tendency to select and direct more of the play indoors. Therefore, child-initiated play is not as well promoted as it is outside. The childminder engages children well in the activities available to them. She gets out large boxes and children are invited to knock on the box to find out what is inside. They are given a description and asked if they know what it can be. As a result, children are encouraged to develop their prediction skills. Babies have access to resources that stimulate and excite their imagination. They competently push buttons, press flaps and enjoy operating cause and effect resources. As a result, they concentrate and explore

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who attend

their environment with purpose. The childminder understands the importance of carrying out the progress check for children between the ages of two and three years and involving parents in this assessment.

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

The childminder arranges flexible settling-in sessions with parents and encourages them to leave children once they feel safe and secure. She uses these initial sessions to find out about children's interests, so that she can arrange activities to help children get involved and feel at ease. Children enjoy their time with the childminder. Her involvement in their play actively encourages them to get involved with the toys and resources provided, as she gets down to their level. Children form secure emotional attachments with her and her assistant because she is caring and receptive to their needs. This means that they are confident, settled and keen to explore and learn. Children are supported well emotionally for their move to nursery or school. They visit the setting with the childminder who exchanges information about children and their individual character and learning stage. She encourages older children who attend nursery to talk about their day; what they have

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

done, what they are learning and what they enjoy the most. This supports younger children to understand that their peers are enjoying their time at nursery and they become confident about their planned moves. In addition, she also incorporates planning from the nursery in to the home for continuity for children.

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

Children are praised for their good behaviour, turn taking and sharing of resources. The childminder is a good role model and reminds children in a consistent and caring way of their manners. Children are polite and consider others' feelings when playing cooperatively. For example, they are asked to pass each other resources, wait for their turn and to be patient when waiting for the younger children, who may take a little longer. During role play, children playing with the doctor's play set are asked to come and examine the baby's knee. They discuss how the baby maybe feeling and this is reinforced by the childminder's use of pictures of different faces. Children are encouraged to talk about how they feel and how their behaviour makes others feel. They peg their name onto a face and discuss why they feel happy or sad. Accordingly, children learn that their behaviour has positive and negative impact on others. Babies are supported very well, as

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

they are involved in the activities and the childminder consistently reminds older children that the babies are present. For example, they are asked to be careful when passing the toys and not to throw them. They are involved in tidying toys away to make sure that the floor is safe for them and the babies to play. The babies show good emotional attachment to the recognised adults in the room and they smile and gurgle their appreciation when adults pick them up.

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

The childminder has good hygiene routines for children and herself. She reminds them to wash their hands after using the toilet and before eating. She washes her own hands after helping children with self-care skills, such as nose blowing and nappy changing. As a result, children develop a good understanding of how to manage their own personal needs. Children use the outdoor garden area daily where they benefit from fresh air and physical play. There is a wide range of large equipment for them to use, as they are reminded to take sensible risks when climbing onto the slide or trying to balance along beams. Children enjoy a healthy balanced diet and are provided with a variety of snack options, such as, fresh fruit, toast and raisins. The childminder provides young children and babies with safe seating so that they can sit together sociably as they are encouraged to feed themselves independently. Consequently, children develop a good understanding

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

of healthy eating, and they develop small muscle and coordination skills.

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provision

The childminder is confident in her role of safeguarding children. She has a good awareness of the possible signs and symptoms of abuse and of the procedures to follow if she has any concerns about children in her care. The childminder completes risk assessments and daily checks to ensure that children are well protected and can play and learn in a safe and secure environment. The childminder and her assistant hold a current certificate in paediatric first aid. She ensures that the administration of medication and accidents are recorded accurately and shared with parents. The childminder has an effective emergency evacuation plan and carries out regular fire drills, so that the children are aware of the escape routes. All visitors to the home are recorded and as a result, children are kept safe from harm.

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provision

The childminder has a good understanding of the learning and development requirements and monitors the educational programmes effectively. This helps to make sure that all aspects of each area of learning are covered. She monitors children's progress through observation and planning for children's next steps. As a result, all children make good progress. The childminder works closely with her assistant to support and develop their service to meet the needs of children they care for. They have daily discussions and targets are set to develop the skills and knowledge of the assistant. The childminder and assistant operate reflectively together to change and adapt the service accordingly. Since her last inspection, the childminder has made good progress. She has attended several short courses to improve her knowledge on how to plan, observe and assess children and adult interaction and engagement. This has had a positive impact on learning outcomes

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provision

for children. The childminder carries out self-evaluation with parents and receives good feedback from them regarding the services. There are now plans to involve the children more in evaluating the activities and making suggestions for improvements. Consequently, she is determined to make improvements in areas that she has highlighted as important.

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provision

The childminder has good relationships with parents. She regularly shares with them children's achievements and progress. For example, they have access to their children's daily diaries. They frequently write and update the diaries with their own comments and children's achievements from home. She speaks daily with parents and in addition, has weekly telephone conversations with parents that do not drop off or pick up their children personally. This ensures that there is a continuity of care and learning between the childminder and children's home environments. The childminder has established good links with the local nursery and school and as such, there is an effective exchange of information that supports a consistent approach to children's learning and development. The childminder receives information, advice and guidance from the local authority childminding support officer. This means that the childminder effectively supports

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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 EY288603 Local authority Doncaster Inspection number 877746 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 11

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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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