Childminder in Rotherham

Inspection date

Previous inspection date 27/11/2014 22/07/2014

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early years provision

This inspection: 2 Previous inspection: 4 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 quality of teaching is good. The childminder observes and assesses children's abilities and plans for their next steps in learning. As a result, children are making good progress towards the early learning goals.  Effective partnership working with parents means that there is a continuity of learning between the provision and home, which contributes to the good progress children make.  Children are emotionally prepared for their move onto school, as they learn to make relationships, develop their social skills and talk about people, who are special to them.  Children are protected because the childminder has a good understanding of the safeguarding and welfare requirements.

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It is not yet outstanding because

 Children are not always provided with sufficient resources to extend their imaginary play and further develop their role-play scenarios.  There are opportunities for the childminder to further establish relationships with practitioners from the local pre-school, to promote even higher levels of consistency in children's care and 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 in the main playroom and looked at areas used for childminding, including the outdoors.  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.  The inspector spoke with the childminder and children throughout the inspection.

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Information about the setting

The childminder was registered in 1992 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her mother, her husband and their two adult children in the Whiston area of Rotherham. The whole of the ground floor and the rear garden are used for childminding. The childminder visits shops and parks on a regular basis. She collects children from local schools and pre-schools. There are currently six children on roll, of whom one is in the early years age range. 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:

 enhance children's opportunities to take on a role in their play, for example, by providing more resources, which reflect children's interests, so that they can make connections in their learning

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

 strengthen relationships and information sharing with practitioners from the local pre-schools that children attend or are moving onto, so that there is a better approach to sharing their individual progress, to promote even higher levels of continuity in these children's care and learning.

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who attend

Children enjoy their time with the childminder because she stimulates their interest through effective teaching techniques and makes learning fun. Since the last inspection, the childminder has taken time to carefully develop her observation and assessment records. As a result, there are now effective systems in place to accurately assess children's level of progress and plan for their next steps in learning. Children's learning records are now maintained to a good standard. Observations summarise children's learning and development and note the characteristics of effective learning displayed by them as they play. For example, children's motivation, thinking skills and their engagement are identified. The childminder is able to ensure that all aspects of each area of learning are covered through her improved tracking systems. In addition, she is able to plan challenging activities that are matched to children's interests and stage of

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who attend

development. This means that children are supported to make good progress across all areas of learning.

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who attend

Children develop their small muscle skills, as they manipulate play dough and use a range of tools to press, roll and cut their dough. They make shapes, which they recognise as diamonds, circles and squares. They point to the shapes, which they have made and count from one to three, showing their early number skills. Children talk about size, as they tell the childminder that they have made a tiny circle with the dough. The childminder introduces shapes of different sizes and uses language, such as large, medium and small, to extend children's mathematical learning. Children are acquiring some of the necessary skills, which they will need for their move onto school. This is because the childminder promotes children's early communication and language skills through open discussion. For example, children show their early listening and attention skills, as they respond to questions asked by the childminder. For instance, children explain that they saw goats,

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who attend

ducks, chickens and a turkey on their recent visit to the park. Children talk about their family members who are not present, as they tell the childminder that 'their mummy is their best friend'.

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who attend

Children initiate their own play, as they explore boxes of toys around the room. They engage in role play and show their understanding of people and communities, as they pretend to empty and fill their diggers with sand. However, some areas of role play are not sufficiently resourced, to ensure children's skills and learning are extended effectively. The childminder talks to parents about their child's day and the activities they have been involved in at collection times. She shares children's progress by providing open access to children's learning records and their assessments. For example, the childminder shares the progress check between the age of two and three years. The childminder shares children's next steps in learning with parents, so that this learning can be enhanced through activities at home. This shows there is a continuity of learning between the provision and home, to ensure children make the best possible progress they can.

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

The childminder spends time getting to know children and their families through flexible settling-in sessions. She gathers information about 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 very kind and caring. Children show how they have formed secure emotional attachments with her, as they freely offer kisses and cuddles. They clearly enjoy the childminder's company in their play, as they invite her to join in with completing a peg board activity. Children pick up the peg board pieces between their thumb and finger, demonstrating their dexterity. In addition, children display how they are beginning to show success in confidently fitting shapes in to spaces.

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

Children behave well in the provision because the childminder offers consistent boundaries and uses praise to motivate them. The childminder does not provide meals for children in her care. Nevertheless, she works in partnership with parents to ensure that they provide their child with healthy food options. The childminder re-enforces children's understanding of a healthy diet by talking about food that helps them to grow big and strong. She teaches children good hygiene routines, to promote their understanding of self-care. For example, children wash their hands after going to the toilet and before eating food. Children's independence skills are promoted through daily routines. For instance, children attempt to put on their own coats and shoes and feed themselves at mealtimes. The childminder provides accessible resources and a learning environment that promotes children's independence and their self-chosen play. Children learn to develop an

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

awareness of keeping themselves safe through their daily routines. For example, the childminder reminds children what might happen if they stand on the chair. Children benefit from daily fresh air and physical exercise because the childminder takes them to the local park. Here, children develop their large and small muscle skills, as they have plenty of space to run around and leap across stepping stones. The childminder also takes children to the local pre-school where they have opportunities to play with other children. Children show how they are beginning to make relationships with other children, as they talk about their special friends. This shows how children are developing their social skills, which helps to prepare them emotionally for the wider social network of school.

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provision

Since the last inspection by Ofsted, where the childminder received a number of actions to improve, she has implemented effective changes. As a result, children's welfare is assured. The childminder is vigilant about the signs and symptoms of abuse. For example, the childminder recognises that a change in a child's behaviour can indicate a concern regarding their emotional well-being. The childminder has reviewed and updated all of her policies and procedures. Consequently, she now has a procedure regarding the use of mobile telephones and cameras in her provision and understands her responsibility to protect children from their possible misuse. The childminder has improved her knowledge and understanding of the information that she needs to record when administering medicine to children. This includes gaining permission from parents each time a medicine is administered and checking any previous doses children may have had. The childminder

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provision

records the arrival and departure times of children on the day they attend. This shows that ratio requirements are maintained, to protect children's welfare.

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provision

The childminder knows the children well. Therefore, children benefit from a range of adult-led and child-initiated activities that challenge their learning. The childminder has a good understanding of children's needs, individual interests and their stage of development. However, she now uses current guidance documents to support her in making regular assessments of children's learning, in order to track their progress more effectively over time. This means that the childminder can identify any gaps in learning and take immediate action to narrow or close any areas of concern. The childminder has undertaken recent training, in order to support her in her role. In addition, she has worked very closely with her local authority adviser to build on her existing skills and knowledge of the Early Years Foundation Stage. This shows that the childminder's commitment to enhance her own professional development, so that she can provide good quality learning

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provision

The childminder has started to use self-evaluation as a tool to implement positive changes around her provision. Action plans have been implemented. As a result, all actions from the last inspection have been successfully addressed. These actions demonstrate the childminder's commitment and capacity to continually develop and improve, to benefit all children. Good relationships exist with parents and these are evidenced by their appreciative written comments. For example, parents write how they are happy with the support that the childminder provides to their children and the progress they make. In addition, positive links with other settings that children attend in the area have also been forged. For example, practitioners at the local pre-school share observations with the childminder of children as they play. However, opportunities to share information about children's individual progress are not fully embedded, to maximise continuity to the

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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 303108 Local authority Rotherham Inspection number 985512 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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