Childminder in Rotherham

Inspection date

Previous inspection date 17/11/2014 09/07/2009

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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

 Children's learning and development is enhanced in the childminder's care and in their own homes. This is as a result of good working partnerships between parents and the childminder.  The childminder's quality of teaching is good, as she has a secure understanding of how children learn and develop. She carefully observes to assess their skills and interacts effectively to improve their learning.  Children form secure attachments with the childminder, which means they are confident, settled and keen to explore and learn.  The childminder has a secure understanding of her responsibility to safeguard children and the action to take if she has any concerns about their welfare. As a result, children are safe and secure in her care.

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It is not yet outstanding because

 Children are less confident in using numbers in their play. This is because the childminder does not always encourage children to use number language.  The childminder does not maximise opportunities to share information about children's development with other settings they attend, to ensure that children make the best possible progress.

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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 main playroom and dining room.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and via written feedback from parents, through the questionnaires they have completed.

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Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance, children's records and sampled policies.

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Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance and sampled other documentation, including verification of suitability checks.  The inspector conducted a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three children in the Maltby area of Rotherham. The whole of the ground floor first floor bathroom is used for childminding. There is an enclosed rear garden for outdoor play. The childminder attends a toddler group and activities at the local children's centre and she visits the shops and park on a regular basis. There are currently 15 children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 5.30pm, 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:

 model more mathematical language for children so that they are more confident in using mathematical language in their play

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

 strengthen the partnerships with other providers of the Early Years Foundation Stage, so that information about children's learning and development is regularly shared to further consolidate learning.

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who attend

The childminder has a good knowledge of the learning and development requirements of the Early Years Foundation Stage. She understands how children learn and how to use information from her observations to plan activities that focus on next steps in children's learning. The childminder obtains information about children's starting from parents when they enter her care. This ensures that she correctly assesses the skills children have already acquired, therefore, the childminder can continue to build on their learning. The childminder's practice is based on a good understanding of how children learn and develop. She uses good teaching methods and is actively involved in children's play. The childminder skilfully encourages children to use their thinking skills and supports their progression. For example, they play with modelling dough and she sensitively questions them about the shapes that they are making. During everyday routines and planned

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who attend

activities, the childminder helps children to learn, by talking to them and posing questions to make them think, such as identifying the colours of dried pasta in the play tray. However, children are less confident in using mathematical language in their play because the childminder does not always model mathematical language for them. Communication and language are promoted well through discussions during everyday routines, activities and children's free play. Children develop personal, social and emotional skills as they begin to build relationships with their peers. As a result, they have strong foundations that support them in all areas of learning and prepare them well for starting nursery and school. Teaching is good because the childminder knows how to promote children's learning through an effective balance of adult-led and child-initiated activities. The childminder talks to children about what they have been doing at home and

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who attend

they share their experiences through role play with their friends. For example, they use the play market stall to buy food for each other to eat.

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who attend

The childminder places good emphasis on working in partnership with parents. She gathers information from parents about children's needs, on entry to the setting, which helps the childminder to identify children's developmental starting points. Alongside her early observations, the childminder uses this information effectively to plan activities to support children's learning and development across all areas of learning. In addition, the childminder provides parents with written progress summaries, including the progress check for children between the ages of two and three years. This shared approach to children's learning and development contributes to the progress they make and demonstrates continuity of learning between home and the setting. Parents praise the childminder for the progress their children make and welcome the flexible service she provides. The childminder encourages parents to share information about their children's

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who attend

achievements at home and she involves them in monitoring their children's progress. This ensures that the next steps identified for children are accurate and they are supported in making good progress. The childminder's tracking documents show that all children are meeting the expected milestones for their age.

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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. Opportunities for gradually settling in ensure a smooth transition between children's home and the childminder's care. The childminder is a good role model. For example, she promotes good manners and children's positive behaviour through regular praise and encouragement. Children respond well to the childminder's expectations for sharing and are beginning to develop an understanding of how to play cooperatively.

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

Children are developing their understanding of a healthy lifestyle and the importance of fresh air and exercise. Overall, these are promoted well as children walk to and from nursery and school, to collect older children. They also regularly visit the local park, woods and places of interest. This means that children benefit from physical and social experiences and they learn to take manageable risks as they use large play equipment and negotiate uneven ground. The childminder helps children to learn about healthy food choices because she provides a good range of light meals, snacks and nutritious, home- cooked meals.

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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 and young children are developing an awareness of keeping themselves safe. This is because the childminder demonstrates the importance of safety throughout their activities and daily routines. For example, the childminder teaches children how to cross the road as they walk to and from school. This further enhances their physical and social experiences and they learn to take manageable risks. Children explore and investigate in the childminder's garden where they grow vegetables. Children harvest these and enjoy preparing them to eat. As a consequence, they learn about planting and growing and the food chain, which contributes to their understanding of the natural world.

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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 recorded, including photographic evidence, to help establish children's progress and to identify the next steps in their learning. The childminder attends training courses to improve her skills, knowledge and understanding. She has good links with the local authority and other childminders in the area. This enables her to discuss best practice and this means that children are further supported in their learning and development.

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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. She has a good understanding of child protection and knows what to do if she has a concern about a child in her care. Children's safety is given priority as the childminder ensures the premises are secure. The childminder is aware of her responsibilities when administering medication and treating minor accidents and holds a valid first-aid certificate. Furthermore, children are kept safe inside and outdoors of the setting because effective risk assessments are carried out daily and any possible hazards are minimised. Comprehensive policies and procedures are in place, which the childminder implements throughout her practice and these are shared with parents. They are reviewed regularly to ensure that all information is accurate and in line with the latest guidelines.

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provision

For example, the safeguarding policy includes the use of cameras and mobile phones.

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provision

The childminder has positive relationships with parents and engages in daily verbal exchanges with them about children's well-being and progress. Parents' views are encouraged by the childminder, these include the use of questionnaires. As a result, the childminder is able to take account of their views when reflecting on her practice, which helps her to identify her strengths and weaknesses. The childminder attends local groups where she meets with other childminders for mutual support, in order to continue sharing ideas and good practice. Partnerships with other providers of the Early Years Foundation Stage are established to support children's progress. However, there is scope to further improve these relationships by increasing 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 EY356666 Local authority Rotherham Inspection number 863464 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 15

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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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