Childminder in Sheffield

Inspection date

Previous inspection date 02/12/2014 09/03/2011

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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 plans and provides a wide range of activities that reflect children's likes and interests. This means children are motivated and fully engaged.  The childminder's teaching is of good quality. She confidently steps back, to allow children to explore and experiment for themselves, or engages with them to provide support to enhance and extend their play. This means that children's learning needs are supported effectively.  The childminder's robust and strict routines for road safety helps to develop children's understanding of keeping themselves safe.  The childminder manages her provision well. She has a good knowledge and understanding of safeguarding, and as a result, children are kept safe and their well- being is assured.  The childminder has strong relationships with parents, which ensures that they are involved well in their child's learning.

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It is not yet outstanding because

 The childminder does not always maximise opportunities to enhance children's creativity and imagination, as she does not always consider different strategies to encourage them to engage in art and craft activities.

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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 the childminder engage in a range of indoor learning activities with the children.  The inspector held discussions with the childminder and the children.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and the suitability of other adults in the home.

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Inspection activities

 The inspector looked at samples of children's assessment records, the childminder's self-evaluation form and a range of other documentation.

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Information about the setting

The childminder was registered in 1991 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, one adult child and one younger child in a house in the Meersbrook area of Sheffield in South Yorkshire. The whole of the ground floor is used for childminding. The family has a cat as a pet. The childminder provides before and after school care and collects children from the local schools. There are currently six children on roll, one is in the early years age group. The childminder operates term time only from 7.30am to 9am and 3pm to 5.30pm, Tuesday, Thursday and Friday.

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

 enhance children's creativity and imagination further by considering different strategies to encourage them to engage in art and craft activities.

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who attend

Children enjoy their time with the childminder. She teaches them the key skills they will need to support their future learning well. Her quality of teaching is good. The childminder provides a good range of activities that take account of children's individual stages of development and their next steps in learning. The childminder observes children as they play and makes sure they are making progress across all areas of learning. She tracks their learning in line with expected developmental milestones. Children's next steps in learning reflect their ability. This means they receive challenge and consolidation to help them make continuous progress. The childminder shares information with parents verbally and through the development files. Any areas of concern are quickly highlighted and steps taken to assist the children to make good progress. Currently, the childminder does not care for children who require the progress check for children aged between two and three

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who attend

years. In discussion, the childminder demonstrates clear knowledge of the requirement to complete the check, when appropriate, and has supporting documentation to assist her.

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who attend

The childminder gives children time and space to explore and investigate independently. This contributes to them becoming active, independent learners. Therefore, this means children develop the skills to solve problems, and this promotes their confidence to explore new ways to do things. The childminder is skilled in intervening in their play only to enhance and support their learning. For example, as children are engrossed in play with a car mat and vehicles the childminder points out the police and fire station on the mat. She asks the children what vehicles go with the stations. Children instantly pick out a fire engine and police car. This leads to a spontaneous discussion about the emergency services. The childminder talks to children at their level, giving opportunity to extend and challenge them with good questioning. The childminder proactively supports children to follow their own interests, thereby enhancing their development. She extends children's

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who attend

avid interest in small building bricks because she integrates them into other activities. For instance, children build garages for the toy cars. They find and match the same character cars. This means children are developing their colour matching and counting skills. In addition, the childminder integrates small world character figures, from a favourite film, into the activity. Overall, the childminder's approach of following children's lead in the provision of activities has a positive impact on promoting children's learning and the development of their skills. However, as children do not often request art and craft activities the childminder, generally, does not offer them. She does not consider any different strategies to engage and interest the children in art and craft. Consequently, she does not enrich children's creativity and imagination to the full.

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who attend

The childminder has developed strong partnerships with parents. This means that information is shared consistently and creates a link between the childminder and home. She provides parents with daily feedback. The childminder actively encourages parents to share their views about their child's development. They plan together how to address any gaps in their development. The childminder is effective in encouraging parents to extend children's learning at home. For instance, she shares with them the activities the children enjoy with her so that the parents can continue them at home. Consequently, children's learning needs are met well.

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

Children are settled and confident with the childminder. They are happy and form positive relationships with her and their peers, which helps to develop their confidence. The childminder knows the children well, which helps them to develop a sense of belonging and feel valued. She obtains information about their care needs, from parents and ensures she is aware of their individual needs such as dietary requirements. She also speaks with class teachers when she collects children from school, finding out about any significant events or concerns. All of this means that the childminder meets individual needs to a good standard. Therefore, continuity of care from home and school is promoted well.

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

The childminder is a good role model. Positive use of consistent strategies and age appropriate explanations provide children with a clear understanding of acceptable behaviour. Her consistent house rules, which focus on respect and kindness, assist children to be socially aware. The childminder is respectful to them, she gives them choice and waits for them to make decisions. This gives children the confidence to independently explore their environment and, therefore, extend their own learning. The childminder shows good levels of interest in what children say and do. She gives frequent praise and encouragement. Children learn social skills, because they are encouraged to take turns during activities, share and be part of a group. The childminder actively supports the children to be independent. For example, she makes sure they can put on their own clothes and place their shoes on the correct foot. This ensures they are well prepared for

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

school and the next stage of their learning. The childminder engages children well in learning about different families, cultures and people through planned and spontaneous discussion and activities. Children pro-actively learn about personal safety, because they respond to the childminder's clear safety procedures both in the home and when on outings. This includes robust, consistent and strict routines about road safety when they walk to and from school. The childminder increases children's understanding about health and hygiene through established daily routines. For instance, she provides clear explanations about why they must wash their hands. Children are well used to washing their hands before eating and after using the toilet. Consequently, their health is protected. Children have access to a free choice, light, nutritious snack. They have opportunity for fresh air and exercise daily as they walk to and

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provision

The childminder has a good understanding of her responsibilities with regard to the Early Years Foundation Stage. She provides a safe, welcoming and secure environment for children to enjoy. The childminder has a strong knowledge of safeguarding and is confident with the measures to take should she have any concerns about children in her care. All adult household members are suitably vetted. Thorough risk assessments and robust routines promote children's safety. The childminder implements effective policies and procedures to support the safe and efficient management of the service provided. She gathers the required information from parents to promote children's health and well-being. Consequently, children are protected and their welfare assured.

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provision

The childminder carefully monitors, assesses and tracks children's progress to make sure activities correctly focus on the individual child's development stage. She ensures all children receive a worthwhile experience as she adapts activities to meet their needs. The childminder has positively addressed the recommendations raised at the last inspection. She has completed all required training. The childminder reflects on her practice well. Her written self-evaluation provides a focus to enable her to make continuous improvements. Consequently, the childminder's commitment to the development of her setting means that children's learning and care is securely supported.

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provision

Strong partnership with parents contributes significantly to meeting children's learning and development needs, and promote well-being. Therefore, parents are confident to leave their children in the childminder's care. The two-way sharing of written and verbal information enhances parents involvement and extends children's learning. This combined with parents having access to their child's portfolios, means that they are clear about how their child is cared for and how their learning is enhanced. Parents' views about the childminder's setting are sought through discussion and by questionnaires. Children eagerly share their opinions about the activities and events they wish to do and enjoy. Therefore, they all have an opportunity to contribute to change. The childminder has strong links with the school the children attend. The two-way communication is effective, because they regularly share what they know about the children. The childminder uses the

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provision

information about school themes to complement the activities she provides. Therefore, these close working relationships contribute well to how the childminder meets the needs of the children. The childminder is confident to link with other agencies and professionals to support children when the need arises.

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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 300255 Local authority Sheffield Inspection number 876629 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

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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