Childminder in Doncaster

Inspection date

Previous inspection date 11/11/2014 20/01/2011

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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 role in protecting children. She is confident in her ability to take appropriate action to ensure children are protected from abuse or neglect. This helps to keep children safe from harm.  The childminder makes accurate assessments of children's progress and identifies their next steps in learning. She uses this information to plan effectively for their individual learning needs. As a result, children make good progress across all areas of learning.  The childminder has good teaching skills and she provides a wide range of activities that challenge and interest children. This results in children being motivated learners.  The childminder has successfully taken action to overcome weaknesses from her previous inspection. Consequently, this has improved children's health, safety and well- being.

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It is not yet outstanding because

 The childminder does not always fully exploit the outdoor play area in order to complement the already good opportunities for children to understand the world around them.  The childminder's strategies for involving parents in their child's learning are not always maximised to their full potential.

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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 play room and held discussions with children.

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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 discussed the childminder's self-evaluation and plans for improvement.

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Information about the setting

The childminder was registered in 1999 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 Doncaster. The whole of the ground floor, one back bedroom on the first floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll. Of these, four are in the early years age group and attend for a variety of sessions. She operates all year round from 8m to 5pm, Monday to Friday, except Christmas, bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3 and she 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:

 complement the already good learning experiences provided for children, for example; by using the outdoor environment to help them make further connections in their learning about growth, decay and changes over time

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

 extend the already good methods used to engage parents in their child's learning to help children make more rapid progress.

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who attend

The childminder plans a good balance of adult-led and child-initiated activities that children find interesting. She provides resources that are age and developmentally appropriate and encourages children to make independent choices about what they wish to do. As a result, they become independent learners who are developing the skills they need for their next stage in learning, such as school. The childminder makes accurate assessments of children's capabilities and identifies their next steps in all areas of learning. She uses this information to plan appropriate challenges for all children. The childminder also shares this information with parents on a regular basis, with clear explanations of how she is promoting children's learning and development. However, the systems to support parents to share what they know their children are learning at home are not as highly effective. As a result, the childminder does not always have an all-inclusive picture

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who attend

of what children can do that she can build on, so that children can make more rapid progress. The childminder has effective teaching skills that support children's learning and development. She uses her knowledge of what children can do and their interests to plan activities that are purposeful and challenging. As a result, they are motivated to learn through play and make good progress across all areas of learning. For example, children playing with cars are encouraged to count how many they have and to name the colours. When other children try to take some from them the childminder reminds them to ask nicely. She then invites the children to work out how many cars they can have if they share them equally. This encourages them early mathematical skills in counting and simple sums, as well as their personal, social and emotional skills.

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who attend

The childminder promotes children's communication and language skills very well. She listens carefully to what children say; she repeats their words and sentences to aid pronunciation and introduces new words. This helps to extend children's vocabulary. The childminder is skilled in supporting children's imagination during role play. For example, while children play with a doctors kit she names the implements they are using and encourages them to talk about what they are doing. Children respond positively to the interest she has shown. They include her in their play and answer her questions. As a result, children think out loud, and also narrate their own play. They explain they are using the stethoscope to listen to heart beats, and then ponder out loud how they can make the bandage fit her arm. Children find a pair of scissors to cut the bandage and explain they are going to make the childminder better. Children's interest in the wider

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who attend

world is promoted through daily opportunities to visit the local community and local parks. They also learn about the natural world as they discover the life cycle of a butterfly. However, the childminder does not fully maximise the use of her outdoor learning environment in order to further enhance children's curiosity of the natural world, for example, their understanding of growth, decay and changes over time.

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

The childminder works closely with parents to promote healthy eating. For example, she requests information about any food allergies and special diets to aid her in planning meals and snacks. The childminder uses fresh produce in the meals she provides and offers fruit at snack time. The childminder encourages children to drink water and milk, explaining the reason why they need to eat and drink healthily. The childminder provides opportunities for children to take part in daily exercise through their daily routines. For example, they walk to and from school and use large play equipment in parks they visit. This helps to promote children's physical well-being and the benefits of fresh air. The childminder teaches them to learn how to take care of themselves. As a result, children know to wash their hands after using the toilet and before eating to get rid of germs. This promotes children's health and well-being effectively.

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

The childminder helps children to learn how to behave in ways that are safe for themselves and others. For example, they are reminded how to use scissors safely and are take part in regular fire drills. The childminder has high expectations for good behaviour. She teaches children that they need to be respectful and considerate towards others. As a result, children are well behaved and learn to co-operate 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 uses her settling-in process to ensure she obtains good information from parents about their children's individual care needs and home routines. She also invites parents to leave their children for short periods of time to help them gradually get used to being left with her. This helps both parents and children to cope with their move from their home into her setting. As a result, parents are confident to leave their children with her, and children settle quickly and develop a strong emotional bond with the childminder.

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provision

The childminder has a good understanding of her role and responsibility for protecting children. Her safeguarding policy reflects the current guidance from the Local Authority and is shared with parents. 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. The childminder's home is secure to prevent unauthorised persons entering and children leaving unnoticed. This helps to ensure children are kept safe.

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provision

The childminder demonstrates a positive attitude towards continued improvement. Following her last inspection, the childminder has introduced regular fire drills and improved her risk assessments. She has also kept herself up to date with changes to the learning and development requirements and developed her systems for planning, observation and assessment of children's learning. The childminder has carried out an evaluation to help her to assess the quality of the care and education she provides. All this has a positive impact on children's care, learning and well-being. The childminder's partnerships with parents are good overall. She generally keeps them up to date with their children's learning and well-being. She also provides parents with information about her policies and procedures to ensure they have a clear understanding of how she operates.

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provision

The childminder understands the responsibility of completing a progress check for children between the ages of two and three years. This ensures that any gaps in their learning are identified early. The childminder also understands her responsibility to work closely with other early years providers and outside agencies in order to support children and their families should they need it.

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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 317770 Local authority Doncaster Inspection number 819075 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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