Childminder in Rotherham

Inspection date

Previous inspection date 07/11/2014 15/06/2009

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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 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 secure knowledge and understanding of how children learn and develop and she carefully observes to assess their skills and interacts effectively to improve their learning.  Effective partnership working with parents means that there is continuity in children's learning between the provision and home, which contributes to the good progress children make.  Teaching is good because the childminder knows how to promote children's learning through an effective balance of adult-led and child-initiated activities. As a result, children are acquiring the necessary skills for moving to school.  The childminder has a good understanding of safeguarding and child protection procedures. She effectively promotes a safe and secure environment as she minimises all risks and hazards.  Children form secure attachments with the childminder, which means they are confident, settled and keen to explore and learn.

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It is not yet outstanding because

 The childminder has not yet strengthened partnership working with other settings that children attend so that there is increased sharing of information, to establish a more complementary approach to children's 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 taking place in the lounge.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector conducted a joint observation with the childminder.  The inspector took account of the views of written feedback from parents.

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Inspection activities

 The inspector looked at children's observation and assessment records, sampled policies and procedures and looked at other required documentation, including evidence of the suitability of the childminder and other adults in the household.

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Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one adult daughter in the Wickersley area of Rotherham. The whole of the ground floor is used for childminding and a bathroom on the first floor. There is an enclosed rear garden for outdoor play. The childminder attends a toddler group and activities in the local community and she visits the shops, library and park on a regular basis. There are currently ten children on roll, six of whom are the early years age group 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. The childminder supports children with special educational needs and/or disabilities.

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

 extend partnership working with other settings that some children attend, in order to share a more precise range of information that covers all aspects of children's ongoing learning and progress.

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who attend

The childminder's practice is based on a good understanding of how children learn and develop. Observation and assessment are used effectively to plan for children's next steps in learning. The childminder skilfully incorporates these into her planning of future activities. The childminder makes good use of relevant guidance documents to determine the level of children's progress. Children have individual well-presented learning journals containing observations, as well as photographs, to illustrate children's learning and development. The childminder summarises children's learning and development and notes the characteristics of effective learning that children demonstrate as they play. There is an effective balance of adult-led and child-initiated activities. This means that children are able to enjoy free play, as they follow their interests, while also experiencing small group structured activities. For example, children help to collect items, such as pine cones, twigs

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who attend

and leaves, during their walks in the woods. They use these in art and craft activities, as they make autumn pictures.

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who attend

Good emphasis is placed on working in partnership with parents. Information is gathered from parents about children's needs on entry to the setting, which helps the childminder to identify children's developmental starting points. The childminder uses this information, alongside her initial observations, to effectively assess children's starting points. As a result, she is able to plan educational programmes that are tailored to the individual needs of each child. The childminder is aware of the need to complete the progress check for children between the age of two and three years. She works with parents to identify the best time to complete the assessment. The childminder supports children with special educational needs and/or disabilities. She ensures that the environment and activities are accessible for them to safely move around.

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who attend

Children benefit from good teaching methods and the childminder is actively involved in their play. She skilfully encourages children to use their thinking skills and supports their progression. For example, as children play with dinosaurs, the childminder discusses the different sizes and uses effective descriptive language and terminology. Children demonstrate their understanding by stretching and touching their own necks as they consider the length of the neck on the brachiosaurus dinosaur. As a result, their communication and language skills and early mathematical development are well supported. Children make good progress in their learning and development because the childminder knows each child well, understands their interests and challenges them appropriately. Children's development is monitored and next steps in their learning are identified. This means that the childminder is able to effectively promote their future

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who attend

learning and, as a result, children are well prepared for starting nursery or school.

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

Children's emotional well-being is fostered through warm and positive interaction from the childminder. She offers a warm, welcoming and inclusive environment. Opportunities for gradually settling-in ensure a smooth transition between children's homes and the childminder's care. Children build strong relationships with the childminder, as they are provided with genuine warmth and affection. The childminder offers praise and encouragement for children's achievements, which raises their confidence and self- esteem. As a consequence, children's personal, social and emotional development is supported well. Children's behaviour is good because the childminder is a positive role model. Simple, age-appropriate explanations help children to understand consistent boundaries. As a result, they are developing a good understanding of right and wrong.

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

Children's safety is given high priority. They are supervised well though the use of appropriate safety equipment and the childminder's vigilance. In addition, young children are developing an awareness of keeping themselves safe, as the childminder demonstrates the importance of safety throughout their activities and daily routines. For example, the childminder teaches children how to hold scissors and discusses why they need to be careful when using them.

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

The childminder has undertaken food hygiene training to ensure her food preparation procedures are appropriate and safe for children's well-being. Children are provided with a wide variety of healthy, home-cooked meals and snacks. The childminder discusses healthy choices with children at mealtimes, which helps them to understand how this promotes their overall health and well-being. In addition, children are encouraged to look at, and taste, a range of exotic fruit and vegetables. This supports their growing understanding of the world and healthy lifestyles. The childminder discusses the importance of fresh air and exercise and these are promoted well as children walk to and from school. They also regularly visit the local park, woods and places of interest. This further enhances children's physical and social experiences and they learn to take manageable risks. For example, they use large play equipment and negotiate uneven

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

ground as they develop their balancing skills. Everyday routines help children to develop their understanding of self-care, such as washing their hands before snack and mealtimes and after visiting the toilet. As a result, children are learning to become independent in attending to their personal care needs, in preparation for when they move on to school.

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provision

Children are well protected in the provision. This is because the childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder has a good understanding of child protection issues and knows what to do if she has a concern. Therefore, children's welfare is promoted effectively. Children's safety is given priority, as the childminder ensures the premises are secure. Daily checks of the premises ensure children play in a safe and clean home. They are kept safe indoors and outside because the childminder carries out effective risk assessments that minimise potential hazards.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She regularly observes children and these are carefully recorded, including photographic evidence, to help establish children's progress and to identify the next steps in their learning. The childminder has effective systems in place to monitor children's learning and development, to ensure that they are making progress. Next steps in children's learning are clearly identified and continual monitoring and evaluation means that any potential gaps in learning can be quickly closed. The childminder effectively tracks learning, starting at baseline on entry and then at three monthly intervals. The childminder evaluates the service she provides to help her to make an accurate assessment of her strengths and weaknesses and work on areas for improvement.

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provision

The childminder encourages parents to become involved in their child's learning. For example, she shares the learning journals with parents and actively encourages them to share what their child has been learning at home. Positive written feedback demonstrates parents' high regard for the childminder and the learning experiences she provides. Partnerships with other providers of the Early Years Foundation Stage are established. However, there is scope to further improve the two-way sharing of more detailed information, in order to fully complement children's learning to an even higher level.

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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 303165 Local authority Rotherham Inspection number 867439 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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