Childminder in Rotherham

Inspection date

Previous inspection date 05/11/2014 18/01/2010

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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 supports children to be ready for their move to school because she provides children with interesting experiences that meet their individual needs and interests and the quality of teaching is good.  Children form secure emotional attachments with the childminder because she is attentive to their individual needs, which helps them to feel safe and secure.  Children's personal, social and emotional development is promoted well, as they learn to make relationships and manage their own feelings and behaviour.  Children's safety and well-being are protected because the childminder has a good knowledge of the safeguarding and welfare requirements.

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It is not yet outstanding because

 The monitoring of planned purposeful activities is not yet sharply focused in order to evaluate how to enable children to reach the highest levels of achievement.  The childminder does not always maximise opportunities to share ideas with parents to enable them to support their child's learning at home.

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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.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, training certificates, risk assessments, policies and procedures and self-evaluation systems.  The inspector looked at children's assessment records.

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Inspection activities

 The inspector spoke with the childminder and children throughout the inspection process.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in the Stag area of Rotherham. The whole of the ground floor, bathroom facilities on the first floor and the rear garden are used for childminding. The childminder visits shops and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently 12 children on roll. Of these, two are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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

 extend the already good information given to parents to enable them to further support their child's learning at home

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

 extend the monitoring and evaluation of planned activities to enhance the already good teaching practice that takes place and to ensure children are provided with opportunities to raise their achievements to the highest levels over a sustained period of time.

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who attend

The childminder provides children with interesting experiences that meet their individual needs and interests. She has a good understanding of how children learn and develop and the level of teaching is good. The childminder uses her observations and assessments of children's development well, to support her planning for children's next steps in learning. For example, the childminder plans adult-led activities to encourage toddlers to begin to use three fingers to hold writing tools. Although these planned activities support children's progress and help them to develop, they are not yet sharply focused in order to extend children's learning to the highest levels.

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who attend

The childminder promotes children's moving and handling skills, as she provides space for babies to explore the environment around them. Babies move around on their tummies and they stretch out to reach toys of interest, such as small balls. Babies and toddlers show an interest in push along musical toys, with buttons and flaps to press. This shows how children are beginning to show an early interest in technology and how things work. The childminder encourages children to develop their early writing skills. For example, she provides chalk and pencils for toddlers to make marks on paper. Toddlers engage in symbolic play, as they put their babies in high chairs to give them their dinner and place them in a cot to sleep. This shows toddlers engagement, as they represent their experiences in their play. Consequently, children are acquiring the skills and dispositions they will need for their move to school and to continue to make good progress in their

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who attend

Parents provide information on children's starting points through the All about me document and the childminder uses this information, together with her own observations, to assess children's learning on entry. Children's individual learning records are well maintained, organised and available for parents to see at any time they wish. These records contain observations, photographs of children's learning as they play and examples of their work. This allows parents to see what activities their children are taking part in and what they are learning. However, opportunities to share ideas with parents, to enable them to further support their child's learning at home, are sometimes missed.

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

Children form secure emotional bonds with the childminder because she is very caring and has a calm and gentle nature. The childminder spends time with parents during the flexible settling-in procedures to get to know children's care routines and their individual needs. This helps children to feel safe and valued and supports their move between the provision and home. The childminder is sensitive to the needs of all children and she gives their well-being her full attention. For example, babies who react emotionally to their discomfort of teething are effectively supported with lots of cuddles and reassurance. As a result, children learn that they are safe and secure in a nurturing and caring environment that meets their individual needs.

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

Children's behaviour is good because the childminder has clear boundaries and she explains to children what is expected of them from the start. For example, children are encouraged to sit at the table to eat, take off their shoes in the house and be kind to each other. As a result, children develop kind and caring behaviours to their friends. For instance, toddlers gently cuddle babies and stroke their head when they are upset. This shows how toddlers are learning to make relationships and manage their own feelings and behaviour, which promotes their personal, social and emotional development. Children's independence skills are progressing well, as they learn to put on their own coats and shoes and feed themselves at mealtimes. Children are also encouraged to independently manage their personal needs, where appropriate. For instance, toddlers use wipes to wash their hands before snack time, which helps them to learn about self-care. Parents are

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

encouraged to send in a healthy lunch and the childminder provides healthy snacks, such as fresh fruit. This helps children to begin to understand the importance of a healthy diet.

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

The childminder provides a well-resourced learning environment that promotes children's independence. This is because children can freely choose toys and activities from well- labelled, accessible storage units. Children learn to develop an awareness of keeping themselves safe through their daily routines. For example, the childminder reminds toddlers what might happen if they stand on their chair. Children benefit from daily fresh air and physical exercise because they play in the childminder's garden and visit the local park. Here, children develop their large and small muscle skills, as they climb a range of apparatus, run in large open spaces and kick footballs. The childminder also takes children to activities at the local children's centre. This helps to develop children's social skills and teaches them how to interact with others, so that they are ready emotionally for the wider social network of school.

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provision

The childminder has a clear understanding of her role and responsibilities to safeguard children. Therefore, she is confident of the procedures to take if she has a concern about a child in her care. The childminder regularly completes safeguarding training and maintains her paediatric first-aid qualification. This means that her knowledge and qualifications are always up-to-date, which helps to protect children's well-being and keep them safe. The childminder completes daily checks on the indoor environment and completes written risk assessments for all outings. This helps the childminder to identify any potential hazards and supports her to ensure that children are protected indoors and outside. The childminder shares her policies and procedures with parents on admission and if any changes occur. This helps parents to understand the procedures the childminder will follow to protect their child's health, safety and well-being.

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provision

The childminder presents children with a good mix of adult-led and child-initiated activities. She regularly observes children and records their achievements, which enables her to assess their progress and plan for their next steps in learning. However, the monitoring of planned adult-led activities is not yet sharply focused in order to evaluate how to enable children to reach the highest levels of achievement over a sustained period of time. Since the last inspection, the childminder has completed a relevant early years qualification at level 3, which shows her commitment to her own professional development. As a result, she offers quality teaching and learning experiences for all children.

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provision

The childminder has an action plan in place that shows how she is constantly looking at ways to keep driving the already good provision and practice forward for children. Partnerships with parents and other professionals are securely in place. Parents written comments show their complementary comments about the service the childminder provides. For example, parents write how the childminder provides them with a record of their child's development milestones and shares information about what their child has done each day. Partnerships with other professionals are equally strong. For instance, the childminder is proactive in seeking out good practice from other childminders in the area. The childminder also has good links with colleagues from the local children's centre where she is part of a toy borrowing scheme. These partnerships enhance children's play and learning opportunities, which results in their individual needs being met effectively through

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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 EY396722 Local authority Rotherham Inspection number 879283 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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