Thompson Karen Lesley

Inspection date

Previous inspection date 21/10/2014 08/05/2009

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early years provision

This inspection: 2 Previous inspection: 2 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 2

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This provision is good

 Good systems for sharing information with parents about children's learning mean children make strong progress because their continuing learning is consistently promoted.  Educational programmes cover the seven areas of learning and take into account children's interests and abilities. Children are keen to learn and their swift progress is supported through good quality teaching.  The childminder has an excellent understanding of safeguarding and child protection. There is very strong focus on keeping children safe. They learn to risk assess for themselves and develop a thorough understanding of how to keep themselves safe.  The childminder recognises the importance of strong relationships and provides excellent support for children during periods of change in their lives. This ensures children's emotional well-being is fully promoted at all times.

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It is not yet outstanding because

 The childminder sometimes misses opportunities to extend children's learning further through questioning and this means on occasions, their knowledge is not explored in as much detail as it could be.

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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.  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.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability of all household members, and the childminder's qualifications. She also looked at the childminder's self-evaluation form and discussed her improvement plan.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in the childminder's own parent survey.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who occasionally works as her assistant, and two children aged 14 years and six years, in a house in the Smithies area of Barnsley. The whole of the ground floor and the rear garden are used for childminding. The family has a dog as a pet. The childminder attends 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 eight children on roll. Of these, four are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 6.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder cares for children with special educational needs and/or disabilities. She is a member of the

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Information about the setting

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 the use of a wider range of teaching strategies, for example, by using skilful questioning to help children share their knowledge in more detail, such as opportunities to help them recognise familiar letters during their play.

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who attend

The childminder provides a good balance of child-led play and adult-led learning that supports children's strong progress towards the early learning goals. She gathers information about children's starting points from parents when children start in her setting. The childminder uses the information to plan activities that reflect the seven areas of learning and target children's learning needs from the outset. For example, the childminder promotes children's personal, social and emotional development by helping them to understand why they might feel sad or angry. Communication and language is promoted highly effectively because the childminder uses physical gestures and familiar objects to support spoken language. This supports children's communication skills very well, particularly for children with special educational needs and/or disabilities . As a result, children are developing the skills they will need for the next stage in their learning,

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who attend

Children make independent choices and initiate their own learning as they access a suitable range of resources both indoors and outside. The childminder extends their learning by attending workshops and story sessions at the local library. Children also visit various places of interest, such as the local farm and woods, where they explore in the natural environment. Children develop early writing skills using a wide range of media, including water, paint and sand. They develop their grip and control by using small tools, such as pencil sharpeners. During everyday routines and planned activities, the childminder helps them to count and they are beginning to recognise numbers familiar to them. On occasions, the childminder misses opportunities to use questioning to help children explore what they know even further. For example, she does not ask children if they can recognise letters that are familiar to them, during their play. As a result, she does

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who attend

not always explore children's knowledge fully to find out what they already know.

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who attend

Nevertheless, the childminder is very capable. She completes detailed assessments of children's learning that give a precise and accurate summary of children's progress, including the required progress check for children aged between two and three years. Records show that all children are making strong progress from their starting points. The childminder has robust partnerships with other professionals and early years providers. This means there is a shared approach that promotes continuity in children's learning, which has a positive impact on the progress children make. As a result, all children are well prepared for their next steps in learning. Children's development records are shared with parents and carers regularly and they are encouraged to add their comments. The childminder shares information about children's learning in various ways including, daily discussions, termly newsletters and text messages. This ensures that parents and carers

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who attend

are very well informed about all aspects of the provision and they can support continuity in their children's learning at home.

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

There is a strong focus on children's personal, social and emotional development. The childminder has an exceptional understanding of children's need for additional emotional support during periods of change in their lives. By working closely with parents, carers and other professionals, she gives children high levels of support during transitions, both into her care and when they move on to other settings. Children demonstrate they are emotionally secure and happy in the childminder's care. Simple explanations develop their understanding of equality and diversity. This helps them to accept each other's differences and build strong peer relationships. During settling-in sessions, information is exchanged with parents about children's individual care needs to ensure these are met and care is consistent. Partnerships with parents, carers and outside agencies are excellent. The childminder seeks expert support if necessary and parents comment that they feel they

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

Children's behaviour is very good. The childminder helps them to understand their feelings and the impact their behaviour has on others. As a result, they learn to manage their own behaviour. Children receive clear explanations about including others in their play and are encouraged to share, take turns and be kind to others. They enjoy lots of praise and encouragement, which helps to boost children's confidence and self-esteem. Children's work is displayed in the main playroom and they take part in simple tasks, such as tidying up. This means they learn to respect and value the environment, and develop an awareness of responsibility within the setting. Resources are stored so they are easily accessible and children make independent choices about their play. The very strong partnerships the childminder has with outside agencies ensure detailed information is shared with relevant professionals. This makes sure the most vulnerable

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

children are kept safe and protected. Children play in a safe environment and are taught how to keep themselves safe. For example, they learn how to cross the road safely, how to stay safe near water and they learn to identify hazards during their play. Children enjoy outdoor play in all weathers and the childminder encourages them to make healthy choices at snack and meal times. She offers them a wide range of fruit and vegetables and explains that biscuits are only allowed once they have eaten a healthy option. Consequently, children are learning how healthy practices and exercise promotes their overall health and well-being. Robust hygiene practices are in place and daily routines support children in developing their self-care skills. For example, they put on their own shoes and learn to use the toilet independently. These everyday routines mean children can attend to their own personal care needs when they move on to school.

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provision

The childminder has a very good understanding of her responsibility to protect children from harm and their safety is given utmost priority. She works with her husband, who is her assistant, and there are clear procedures in place for reporting concerns about children, or adults. She has completed advanced safeguarding training to improve her knowledge and is able to identify the signs and symptoms that indicate children may be at risk. There are clear procedures in place that govern the use of mobile telephones and cameras within the setting and these are effectively implemented. The premises are kept secure at all times. The childminder conducts daily checks of the premises and equipment to ensure the environment is safe and suitable for children. Written risk assessments are in place for the premises and places children visit. The childminder uses them to minimise hazards to children and they are reviewed regularly. A register of children's attendance,

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provision

including when they arrive and leave, is in place. This shows that ratios are maintained. The childminder supports parents' and carers' understanding of her practice by providing them with copies of policies and procedures so they fully understand the service she provides. She holds a current first-aid certificate, which means she can give appropriate treatment if there is an accident to a child in her care.

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provision

The childminder ensures that children's activities offer them good levels of challenge and help them to maintain swift progress across all areas of learning and development. Observations and assessments of children's progress are comprehensive and provide a precise overview of children's achievement over time. Partnerships with parents, carers and other providers are robust to ensure information is shared. Information is shared with other early years professionals so that they can continue to build on children's learning when children move on to new settings. Parents and carers receive frequent feedback regarding their children's daily care and progress, through informative discussions and regular progress reports. This means they are aware of the wide range of activities that promote their children's good progress.

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provision

The childminder seeks the views of parents, carers and children when evaluating her practice. All comments made are positive, which shows they are happy with the service she provides. The childminder links up with other childminders to share good practice and seeks support from the local authority childcare advisor. She also accesses a wide range of training to develop her knowledge and skills. By evaluating her service she makes an accurate assessment of her strengths and identifies minor weaknesses in her practice. She continues to maintain a high standard of care and learning for the children who attend.

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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 EY255669 Local authority Barnsley Inspection number 860417 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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