Nicholson, Diane

Inspection date

Previous inspection date 07/11/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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's safeguarding procedures are robust. This ensures that children's welfare is protected and children are kept safe from harm.  The quality of teaching and learning is good. Learning activities are planned effectively and link to the observations and assessments that the childminder makes. As a result, children's learning needs are met and they make good progress.  The childminder has effective policies and procedures to support her practice and develops good relationships with parents and other professionals. This helps her to remain well informed and provide effective care, which is tailored to children's individual needs.  The childminder sensitively settles children into her care and develops warm and nurturing relationships with them. Consequently, they feel happy and emotionally secure with her.

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It is not yet outstanding because

 The childminder does not always exploit every opportunity for children to explore, investigate and think creatively and critically.  The childminder has not fully explored the use photographs of children, their families or places they go, to help children talk about past and present events in their lives.

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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 had a tour of the premises used for childminding.

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Inspection activities

 The inspector observed practice and interaction between the childminder and children during play and at snack time.

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Inspection activities

 The inspector looked at a range of documentation including the childminder's policies and procedures, the children's assessment records and planning documents.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector conducted a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in Bentley, Doncaster. The childminder is registered to work with her husband as her assistant. The whole of the ground floor of the house and garden are used for childminding. She collects children from the local schools. There are currently 13 children on roll, eight of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round, from 7am to 6.30pm, Monday to Friday, except bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children. 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:

 enrich existing opportunities for children to explore, investigate and think creatively and critically, by increasing the range of natural materials and open-ended resources available for them to use in a variety of ways

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

 enhance children's learning further by extending the use of photographs to help children remember and talk about their families, outings and places they go, so that they have more opportunities to be expressive as they discuss past and present events in their lives.

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who attend

The quality of the teaching is good. The childminder demonstrates a good understanding of how children learn. She works closely with her assistant and uses her knowledge to support him. As a result, they provide children with a wide range of interesting and challenging activities across all seven areas of learning. The childminder collects a good range of information about children from parents when they first attend her home, so that she is familiar with their capabilities, interests and routines. She makes effective use of this information and her own ongoing observations, to assess children's starting points and next steps in their development. Consequently, all children are making good progress and developing the key skills needed to prepare them for their next stage in learning, for example, nursery or school.

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who attend

The childminder provides an environment that is rich in opportunities for conversation and discussion. She supports children very well to develop their communication and language skills. She talks to them all the time, introducing new vocabulary, naming objects, describing what she is doing and skilfully using open-ended questions to focus activities. For example, older children sit with the childminder's assistant nursing and feeding their babies. He uses a good range of questions to encourage the children to develop their role play, share resources and play cooperatively. As a result, children's language, personal and social skills are well supported and their imagination stimulated. The childminder provides children with some opportunities to play and explore, and to be creative and critical thinkers and active learners. However, she does not always exploit every opportunity for children to develop these skills by allowing them to full explore a range of

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who attend

open-ended and natural resources. She uses children's interests and fascinations when planning for their next steps in development. For example, she uses younger children's interest in animals, asking them to find animals from a basket naming them and placing them in family groups. The childminder extends this asking them to find her two cows and praising them as they do. This supports children's communication and language skills and their mathematical development effectively. The childminder uses some pictures of the children in the setting and they are able to point out pictures of themselves. However, she has not fully explored the use of photographs of children and their family, to encourage children to recall and talk about their home life, families and events in their lives. This means that their understanding of past and present and the passing of time is not fully promoted. Children benefit from a wide variety of books and enjoy looking at books alone

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who attend

or together, as they share a book with the childminder. This helps promote their early literacy skills. Consequently, children are developing good attitudes towards having a go, are happy and motivated to learn.

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who attend

Partnerships with parents are well promoted because the childminder actively encourages them to be involved in their children's learning. Children's ongoing progress and development is effectively shared with parents on a daily basis at the beginning and the end of each session. The childminder supports children's learning at home effectively by sharing their next steps in development with parents and suggesting activities they can do at home to support their learning further. The childminder is fully aware of the requirement to complete the progress check for children between the ages of two and three years and to provide parents with a written summary of their progress against the prime areas of learning. Parents are complimentary about the childminder and the service she offers.

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

The childminder provides a warm, welcoming and nurturing environment where children feel emotionally secure. Children settle quickly in the home as the childminder works closely with parents to ensure children's individual needs are met. They are encouraged to share what they know about their children before they start with the childminder. This includes children's likes and dislikes, fascinations, how they usually settle, important people in their lives and home routines. Consequently, the childminder is able to plan for children's individual needs and interests. Children and parents visit the childminder for play sessions before children make short visits alone. As a result, they form strong emotional attachments to the childminder and are emotionally confident in her care. This ensures a smooth transition between home and the childminder's care, and effectively promotes children's well-being. Children form strong bonds with the childminder and are

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

happy and content in her care. She responds well to their emotional needs and recognises when they need reassurance and comfort.

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

The playroom is welcoming and stimulating because it is enhanced with children's artwork and colourful posters. A wide range of resources are organised effectively in clear boxes labelled with pictures and words at low level and are plentiful. As a result, children readily select what they want to play with and develop good levels of independence. Opportunities for children to practise their early writing skills are provided indoors and out. For example, the childminder has hung blackboards from the fence outside and chalks are available for children to use at any time in their play. Children access the outdoors daily and have many opportunities for exercise and fresh air. Children are clearly familiar with the daily routines. These are flexible, yet well organised, to help children feel secure. The childminder effectively promotes children's physical and emotional well-being within these. For example, children are encouraged to go the toilet independently and are reminded to

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

wash their hands when they have finished. Mealtimes are very relaxed occasions, in which children can enjoy the experience and practise their developing self-care skills.

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

Children behave very well when they are with the childminder. She and her assistant are good role models, as they demonstrate how to treat others with kindness and care. The childminder encourages manners and explains rules to children in language they can understand. Robust risk assessments are in place to keep children safe in the childminder's home and when on trips to the local schools and parks. Children are taught to cross the road safely when on outings and are supported to use equipment appropriately. This enables children to develop a good sense of personal safety. The childminder prepares children effectively for their move to school. She takes and collects children from the local schools, ensuring they are familiar with the building and staff. She speaks to parents and prospective teachers and ensures children have the independence skills required for school. The childminder introduces young children to larger group

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

activities when visiting local playgroup sessions. As a result, children are emotionally prepared and make a smooth transition to the next stage in their learning.

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provision

The childminder and her assistant have a good understanding of the requirements of the Early Years Foundation Stage and implement it well to ensure children's safety. Children are kept safe from harm because the childminder has a secure knowledge of the procedures to follow should she have a child protection concern about a child in her care. For example, she knows to record and report matters of concerns to the relevant external agencies. All adults in the home are deemed suitable to be in contact with children and Ofsted are notified of any changes, in order to safeguard children. Policies and documents are well organised, for example, attendance registers, permission slips and medication consent are completed appropriately to further protect children. This is reinforced by other safe practices, such as security arrangements. The childminder has good systems in place to ensure the premises are secure. Visitors' identities are checked and the outside door is

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provision

locked to prevent unauthorised people gaining access and children leaving unaccompanied. Children are protected in the event of an accident as the childminder and her assistant have recently completed their paediatric first-aid training. They both demonstrate a clear understanding of how to deal with a medical emergency. The childminder maintains detailed written risk assessments to ensure children's safety and good health within the setting. The childminder checks the fire safety equipment and carries out fire drills on a regular basis. As a result, children are cared for safely and their well-being is supported effectively.

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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 fully covered. An effective tracking system is in place to provide information on children's progress. Therefore, assessments are consistent and display an accurate understanding of children's skills, abilities and development. Consequently, the childminder is able to quickly identify and support any child who is not developing at the expected levels. She understands and values the need to have partnerships with external agencies to ensure that children receive the appropriate support and interventions they need to support their progress. The childminder has an appropriate level 3 qualification and has completed additional training to improve her knowledge and support the children she cares for. In addition, she also meets with other local

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provision

childminders to discuss good practice issues. This demonstrates that she is committed to updating her professional knowledge and making improvements to her service. The childminder has successfully addressed the recommendations from her last inspection; she ensures that all the relevant permission forms are completed prior to children starting at her setting.

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provision

The childminder has effective systems in place for monitoring the work of her assistant, ensuring a consistent approach to children's care. She makes effective use of her own reflections and the views of parents and children, when evaluating her service and planning priorities for improvements. The childminder works closely with the other early years settings children attend to ensure a consistent approach to their education and care. She has established a friendly and professional partnership with parents and carers, so that she can meet children's needs effectively. The childminder ensures that they are informed about their children's care and learning. They receive a good variety of communication through daily discussions and the sharing of children's development records. Parents and children are actively encouraged to share their views and these are complimentary about the service provided. She also receives support from the local

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provision

authority improvement officer as part of her commitment to continually improving children's care, learning and development.

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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 EY262911 Local authority Doncaster Inspection number 899539 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 13

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Name of provider

Date of previous inspection not applicable

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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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