Childminder in Rotherham

Inspection date

Previous inspection date 21/10/2014 17/05/2012

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children's early speaking and reading skills are promoted well, which means they are acquiring some of the necessary skills to be ready for school.  Children's behaviour is good because the childminder praises their achievements, which builds their confidence and self-esteem.  The childminder has a clear understanding of child protection procedures, to keep children safe.  Children learn how to keep themselves safe, as they go on outings in the community and use apparatus at the local park.

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It is not yet good because

 Children's learning is not always fully supported because the childminder is sometimes over-directive during adult-led activities, which then do not meet the intended purpose.  The childminder does not always obtain specific information from parents regarding what they know about their child's development, to improve effectiveness of partnerships and continuity in children's development.  The childminder's first-aid certificate is not maintained, which means she does not have the most current information to deal with an accident or emergency.  Evaluation does not set challenging targets for improvements in teaching and learning, to support children's achievements over time.

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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 main playroom and looked at other areas used for childminding, including the outdoors.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, and training certificates.  The inspector looked at children's assessment records.  The inspector spoke with the childminder and children throughout the inspection.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged nine and five years in a house in the Aston area of Sheffield. The whole of the ground floor, bathroom facilities and one bedroom on the first floor, and the rear garden are used for childminding. The childminder attends a toddler group. She visits shops and parks on a regular basis and collects children from the local school, nursery and pre-school. There are currently 18 children on roll. Of these, four are in the early years age range and attend for a variety of sessions. The childminder operates all year round, from 7.45am to 6pm, Monday to Friday, including bank holidays, excluding family holidays.

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must:

 improve planned adult-led activities so that they support children's ongoing development through purposeful play, by for example, allowing children to have more space to explore, investigate and express themselves

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must:

 obtain more specific detailed information from parents about their child's achievements on entry to the provision and their ongoing achievements at home, and use this information to work together to make sure children learn and progress as much as they possibly can

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must:

 ensure a paediatric first-aid certificate is maintained.

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

 improve reflective practice to develop a more accurate overview of the quality of teaching and learning, to support children's achievements over time.

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who attend

The childminder demonstrates a suitable understanding of her role in supporting children's learning. For example, she observes children and identifies their next steps in learning. The childminder routinely makes assessments of children's learning but she does not consistently use this information well, to plan activities that succeed in their purpose to meet children's ongoing development. Therefore, the quality of teaching is variable, which means that not all children make good progress. For instance, the childminder plans opportunities for toddlers to make marks on paper, to promote their early literacy and physical skills. However, the activities are very structured and adult directed. This is because the childminder sits toddlers on her knee and provides them with a colouring book and pens to make marks. Consequently, toddlers are not exploring or investigating materials for themselves. In addition, the space they have to express themselves and

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who attend

make whole body and free movements is limited.

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who attend

Nevertheless, the childminder uses books well to promote children's communication and language skills. For example, she points to words and pictures as she reads the story. The childminder uses small puppets to model some of the actions from the story, such as when a fireman slides down a pole. The childminder promotes toddler's early understanding of the world, as she points to clouds in the book and talks about the weather outside. She encourages toddlers to count the number of ears and eyes the puppet has, and toddlers show their self-awareness as they point to their own nose. This results in children developing skills that help them when they move to the next stage of learning, such as nursery or school.

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who attend

Parents are welcomed into the childminder's home and encouraged to share some information about their child's care practices and interests. Although this information allows the childminder to build on children's interests from the start, it is not detailed enough to find out what children have already achieved. As a result, children's starting points are not as accurate as they could be. The childminder shares children's next steps in learning with parents and talks to them about how they can promote these activities at home. However, not all parents share how successful these activities are at home or the learning that has taken place. As a result, the continuity of learning between home and the provision is not consistently effective, to make sure all children make good progress.

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

The childminder understands children's need for emotional support during periods of change. Therefore, she offers flexible settling-in sessions that children attend with their parents until they feel safe and secure. The childminder obtains appropriate information from parents. For example, she finds out about children's likes, dislikes and strategies she can use to support them if they feel scared. As a result, children form secure emotional attachments with the childminder because she is aware of their individual needs. Accordingly, children's move between home and the provision is supported well. The childminder has not maintained her first aid training, which means she does not have the most up-to-date knowledge of what to do if a child sustained an injury.

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

Children's behaviour is good and the childminder appropriately models and teaches children the importance of good manners. For example, she encourages toddlers to say please and thank you when they ask for something. In addition, the childminder offers praise for their efforts, which raises toddlers self-esteem and confidence. The childminder provides a range of nutritious meals and snacks. This helps children to learn about the need for variety in food. Toddlers show how they are beginning to be independent at meal times, as they enjoy finger foods and ask for more food when they have finished. This demonstrates how toddlers are beginning to listen to the messages their body gives them and how they can take appropriate action to meet their personal needs.

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

The childminder provides a welcoming environment with good quality, accessible resources. This allows children to be independent in their play. Children are emotionally prepared for their move on to school. This is because the childminder takes children with her when she goes to collect older children from school. This helps children to become acquainted with the school environment and routines. In addition, everyday routines that children follow with the childminder, such as putting on their shoes and coat, mirror those children will experience in school. Children have access to daily fresh air and physical exercise, as they participate in a range of activities. For example, children complete obstacle courses in the childminder's garden, visit the local park and take walks in the local community. During these outings, the childminder teaches children about road safety and how to use the apparatus at the park sensibly. Consequently, children are learning

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

how to take sensible risks and keep themselves safe.

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provision

The childminder demonstrates an appropriate understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has attended relevant child protection training and knows how to identify and report any possible signs of abuse and neglect. In addition, the childminder knows the action she will take in the event of an allegation being made against her. The childminder keeps children safe and secure through effective procedures. For example, there are safety gates in appropriate places, to prevent children having unsupervised access. Through discussion, the childminder demonstrates a sound understanding about the first-aid action she would take if there was an emergency with a child, such as choking. However, the childminder has not maintained her paediatric first aid training. This means that she is in breach of a legal requirement and a requirement of the Childcare register.

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provision

The childminder has a suitable understanding of her role in meeting the learning and development requirements. Monitoring of assessments of children's learning and development provide a broad overview of each child's skills, abilities and progress. As a result, the information gained by the childminder is a valuable contribution to identifying any areas where children may be falling behind or need extra challenge.

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provision

Overall, the childminder encourages positive partnerships with parents and she regularly engages with parents to keep them updated about their children's progress. The childminder is continuing to develop practice and is currently working with the local authority to target future improvements. However, the childminder is not targeting specific areas for improvement, such as teaching, to support her own professional development, and this results in variable practice. Nevertheless, she provides suitable care and learning for children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that at least one person who is caring for children has an appropriate first- aid qualification (compulsory part of the Childcare Register).  ensure that at least one person who is caring for children has an appropriate first- aid qualification (voluntary part of the Childcare Register).

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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 EY435435 Local authority Rotherham Inspection number 876055 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 18

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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

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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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