Childminder in Barnsley

Inspection date

Previous inspection date 22/10/2014 06/08/2009

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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 has a good understanding of her responsibilities and the procedures for protecting children, and regularly refreshes her knowledge. This ensures that children are kept safe from harm.  The childminder effectively promotes children's emotional well-being. As a result, children settle quickly and develop strong bonds with her.  The childminder has a good understanding of the seven areas of learning. She skilfully monitors children's progress and is aware of their capabilities. This helps the childminder to successfully identify and plan for their next steps in learning. As a result, children make good progress.  The childminder has established good working partnerships with parents and other early years providers. As a result, she complements what children are learning at home and in other early years settings they attend.

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It is not yet outstanding because

 The childminder does not make the most of helping children understand the reasons for their good hygiene practice.  The childminder does not always maximise the use of her outdoor learning environment to help children to make further connections in 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 observed activities in play room and the outside learning environment.

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Inspection activities

 The inspector held discussions with the childminder and conducted a joint observation with her.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder, and the suitability of household members.

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Inspection activities

 The inspector took account of information in the childminder's self-evaluation form and improvement plan.

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Information about the setting

The childminder was registered in 2000 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 in a house in Barnsley. The whole of the ground floor is used for childminding. The family have a pet rabbit. The childminder collects children from the local schools. There are currently five children on roll. Of these, two are in the early years age range. Children attend for a variety of sessions. The childminding provision operates all year round from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder 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:

 build on children's ability to understand the reasons for good hygiene practice, for example, by providing simple explanations about why they need to wash their hands

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

 build on helping children to make further connections in their learning, for example, by using the outdoor environment to encourage children to explore the effect of the wind on light and heavy objects.

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who attend

The childminder provides a variety of resources and activities that are developmentally appropriate. Due to the layout of her home, the childminder rotates her toys and equipment on a regular basis to encourage children to try new things. The childminder encourages children to take control of their own learning by letting them choose what resources to take outside. This helps to promote children's independence. As a result, children are interested and motivated learners who make good progress and are well prepared for their next stage in learning, such as school. The childminder promotes parents involvement in their children's learning and development. For example, she invites them to share information about what their child can do on entry and to review and contribute to their child's ongoing assessment. This helps children to make good progress from their starting points.

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who attend

The childminder understands how children learn through play and effectively promotes their learning and development. The childminder has considered advice from other professionals in how to support children's language development. For example, in her interactions with children she communicates clearly and she listens carefully to what children are saying. The childminder repeats their words taking care to pronounce them correctly. As a result, children extend their language and communication skills. The childminder uses simple questions and also models thinking out loud. This helps children to develop their thinking and listening skills. As a result, children learn to think about what they are doing and begin to solve their own problems. For example, while climbing outside children are asked 'how are you going to get down without hurting yourself?' Children stop, look and consider their options before turning around, steadying themselves and

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who attend

carefully stepping down. Children smile brightly in response to the claps and cheers they receive for being careful.

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who attend

Children enjoy role play and imitating what they see adults do, such as using a hoover to clean the carpet. Children respond to appropriate challenges from the childminder. For example, she asks them to 'draw a circle' and demonstrates drawing a circle in the air which they copy. Children then transfer the movement to the paper and draw a circle. The childminder extends this challenge by introducing different shapes, size and colour. For example, she asks children to draw a 'big red line'. Children meet this challenge enthusiastically and show high levels of concentration as they take time to choose the correct colour and draw the right shape. As a result, children are developing their skills in literacy, mathematics and expressive arts and design. The childminder encourages children to explore different materials, such as paint, feathers and dough. They enjoy the tickling sensation as they stroke their face with the feather and talk about how it feels.

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who attend

Then the childminder shows them how to make the feather flutter by blowing on it. However, the childminder does not always maximise the use of her outdoor learning environment to help children to make further connections in their learning, such as exploring the effect of the wind on light and heavy objects.

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

The childminder promotes children's health and well-being effectively. She provides a healthy and nutritious diet that meets the needs of all children. For example, she takes account of any food allergies and specials diets when planning meals and snacks. Children are offered a wide selection of fruit at snack time to choose from. As a result, they learn to eat healthily. The childminder responds to children's requests to play outside. She encourages them to freely explore the garden, ride small bikes and run up and down the garden path. This promotes children's physical well-being and helps them to enjoy the benefits of fresh air and exercise. Children learn how to take care of their own bodies through their daily routine. For example, they learn to use the toilet independently and wash their hands afterwards. Children are also reminded to wash their hands after stroking the rabbit. However, while the focus is on good hygiene practice there is no

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

explanation to children about why this is important. This does not fully promote their understanding of why they are washing their hands.

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

The childminder teaches children how to take sensible risks and how to handle tools safely through their daily routine and activities. For example, she explains why the climbing frame is not safe to use after it has been raining. She also teaches children how to evacuate quickly in an emergency and how to use a knife safely when they help to slice an apple. This helps children to behave in ways that are safe for themselves and others. The childminder has high expectations for good behaviour. For example, she teaches children to share, take turns and to be polite to others. As a result, children are very well behaved. Children enjoy local walks and join in activities at the local children centre where they learn to share experiences and develop friendships with others. This promotes their personal, social and emotional development in preparation for their next learning environment, such as school.

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

The childminder obtains good information from parents about their children's individual care needs and their home routines during settling-in visits. She also encourages parents to leave their children for short periods of time to help them gradually develop a relationship with her. As a result, children's onward transition from home into her setting is managed well. Consequently, children settle quickly and develop a strong emotional bond with her.

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provision

The childminder has a good understanding of her role and responsibility for protecting children. Her safeguarding policy is shared with parents and reflects the current guidance from the Local Authority. The childminder displays a poster of the procedures that she must implement to ensure children are kept safe from abuse or neglect. The childminder has all required documentation is in place to support children's safety and well-being. She carries out visual risk assessments and keeps a record of any action taken to reduce risks to children. Her home is secure and she supervises children well, keeping them within sight and/or hearing at all times. This helps to ensure children are kept safe.

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provision

The childminder has a good understanding of the learning and development requirements and demonstrates a positive attitude towards continued improvement. Following her last inspection, she has improved her knowledge and understanding of legal requirements, improved her complaints procedure and adapted her child protection policy to reflect current guidance. The childminder has obtained written permission from parents to administer medication and she maintains a fire log. The childminder has also developed her planning and her use of observations and assessments. As a result, children's next steps are identified and planned for. This has a positive impact on children's learning and well-being and improves the quality of information provided to parents.

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provision

The childminder completes the progress check for children between the ages of two-and- three years and shares this with parents. This helps to ensure that children's progress is carefully monitored and any gaps in their learning are identified. The childminder understands her responsibility to work closely with other professionals in order to support children and their families should they need it. She has also successfully engaged with other settings children attend. As a result, information about children's care and learning is effectively shared between them and children's individual needs are met effectively.

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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 302737 Local authority Barnsley Inspection number 876681 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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