Childminder in Rotherham

Inspection date

Previous inspection date 19/11/2014 09/12/2008

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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 good understanding of her role in protecting children. She is confident in her knowledge of the procedures to follow to ensure children are protected from abuse or neglect. This helps to keep children safe from harm.  The childminder promotes children's emotional well-being very well. As a result, parents are confident to leave their children who settle quickly and develop a strong emotional bond with her.  The childminder has a very good understanding of what children can do. She skilfully monitors their progress and quickly identifies and plans for their next steps in learning. As a result, children make good progress across all areas of learning.  The childminder uses good teaching strategies and she shows a lot of interest in what children are doing. She is skilled at re-shaping activities and as a result, children are interested and motivated to learn.

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It is not yet outstanding because

 The childminder does not fully embrace the use of her outdoor learning environment during the later months of the year, in order to extend the already good learning experiences for children who also enjoy learning outside.  The childminder's strategies for bringing about a more shared approach to children's learning by involving other settings are not 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 of all household members, and the childminder's qualifications.

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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 in Brinsworth, near Rotherham. The childminder is registered to work with an assistant. The whole of the ground floor is used for childminding. The family has two dogs as pets. The childminder collects children from the local schools. There are currently nine children on roll. Of these, four 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 for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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

 extend the opportunities for children to learn outside, particularly during the later months of the year, so that they can have first-hand contact with, and compare the changes in weather, seasons and the natural world

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

 follow up on the recent contact made with the new settings children have joined in order to maximise the joint approach to children's learning.

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who attend

The childminder has a good understanding of how children learn and she obtains good information about children's prior skills, knowledge and understanding from parents during the visits they make before they start. This helps her to make accurate assessments about their progress and development and to identify their next steps in learning. The childminder ensures that parents are kept up-to-date with their children's progress and provides them with information about how she is promoting their learning on a regular basis. This helps parents to continue with their children's learning at home. As a result, children make good progress across all seven areas of learning and develop the skills they need for their next stage in learning, such as school.

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who attend

The childminder plans a learning environment, which successfully reflects children's interests and abilities. She ensures that appropriate resources are visible and assessible to all children. This helps to motivate them as they freely explore and make decisions about what they want to do. Consequently, children gradually take control over their own learning. However, the childminder does not fully embrace the use of her outdoor learning environment, in order to extend the already good learning experiences for children who also enjoy learning outside. For example, children have less opportunities during the later months of the year to have first-hand contact with, and compare the changes in weather, seasons and the natural world.

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who attend

The childminder knows the children very well and she is effective in her teaching. She observes them during play, listens carefully to what they have to say and follows their lead. For example, children say 'bang bang' and the childminder immediately knows what they are asking for. She responds by asking 'do you want to make some music?' and encourages them to bring out the box of musical instruments. As children begin to explore them the childminder keeps a reasonable distance so as not to impose. As children hold an instrument out to show her she clearly announces what each one is called. Children are interested in what she is saying and they eagerly repeat the words. As children play the instruments she encourages them to listen carefully to the different sounds they are creating. This helps to promote children's communication and language skills. At opportune times the childminder sensitively reshapes activities to extend children's

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who attend

development. For example, when children bring out a musical ball she invites them to roll it backwards and forwards to her. This further promotes children's physical skills. As children cut and re-shape dough using different tools, she talks about the body shapes they are making. Children name the shapes 'mummy' and 'daddy' and they happily talk about where mummy and daddy are. The childminder links the activity to a story about gingerbread men. As children look at the illustrations they make connections with what they are making. They point to the characters in the book to show where their eyes, nose and mouth are and then point to their own. This successfully promotes children's personal, social and emotional skills and their interest in literacy.

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

The childminder promotes children's health and well-being effectively. She works closely with parents and is aware of food allergies and specials diets, which she takes account of when planning snacks. The childminder is aware of the importance of promoting healthy eating. She talks to parents about the packed lunches they provide and encourages children to make healthy choices about what they eat. As a result, she teaches children to eat and drink healthily. Children enjoy being outside and they enjoy visits to local parks and playing in the garden. This promotes children's physical well-being and helps to teach them the benefits of fresh air and exercise. The childminder teaches children about good hygiene practice through discussion and daily routines. For example, the childminder cleans the children's hands after changing their nappy and reminds them to dispose of tissues after cleaning their nose.

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

Children learn to behave in ways that are safe for themselves and others. For example, the childminder teaches them to be careful as they negotiate some steps in the garden. She talks to them about the steps being wet and slippery and offers her hand so they can steady themselves. The childminder has high expectations for good behaviour and she teaches children to be polite, to share and take turns. As a result, children are well behaved and considerate to others. This helps to prepare children emotionally for the move to their next learning environment, such as school. The childminder has good partnerships with parents. From the start, she encourages them to share detailed information about their children's individual care needs and home routines. She invites parents to gradually build up the length of time they leave their children with her before they start fully. This helps her to support children's well-being as

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

they develop an emotional bond with her. As a result, parents are confident to leave their children who settle quickly.

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provision

The childminder has a good understanding of how to safeguard children. She shares her safeguarding policy with parents so that they understand what her role and responsibilities are. The childminder is aware of possible signs and symptoms of abuse and is confident in her ability to implement appropriate procedures to help protect children from harm. The childminder takes appropriate steps to ensure any adults working with children are suitable to do so, such as suitability checks and monitoring their teaching skills. The childminder has all required documentation in place to support children's safety and well- being. She carries out visual risk assessments and keeps her home secure. This helps to ensure children are kept safe.

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provision

Following her last inspection, the childminder has improved her knowledge and understanding of children's learning and development by attending various training courses. For example, she has achieved an appropriate early years qualification at level 3 and attended training in food safety, developing creativity and treasure baskets. She has also successfully addressed the weaknesses raised at her last inspection. For example, she has continued to maintain a valid paediatric first-aid qualification and improved her systems for planning, observation and assessment. This has had a positive impact on the quality of children's care, learning and well-being.

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provision

The childminder has evaluated the care and education she provides and has developed an appropriate action plan. The childminder has recently established contact with the new settings children have joined. She has encouraged them to share information about children's learning priorities in order to maximise a joint approach to children's care and learning. However, she has not followed this up to bring about a more shared approach to children's learning. The childminder's partnerships with parents is good and she keeps them very well informed about their children's learning and well-being. The childminder understands her responsibility to work closely with other early years providers and outside agencies. She completes a progress check for children between the ages of two and three years in a timely manner. This helps her to monitor children's learning very effectively. As a result, any gaps in their learning are identified early and appropriate support is sought

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provision

for children and their families should the need arise.

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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 302924 Local authority Rotherham Inspection number 867422 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 9

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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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