Childminder in Sheffield

Inspection date

Previous inspection date 04/12/2014 29/03/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder positively interacts with the children and he provides a varied range of resources and experiences that reflect their likes and interests. As a result, children are happy and they play with things that they enjoy.  The childminder appropriately promotes children's health and safety. He involves children in the planning of the menus and he appropriately deals with child protection concerns.  The childminder's partnerships with other settings children attend are sound. He shares relevant information with them to promote continuity in children's learning.

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It is not yet good because

 The childminder does not maintain required personal information for all children. Therefore, he cannot guarantee their safety.  The childminder is not consistently using information from his observations to effectively assess and plan challenge for children, including completing a progress check for children aged between two and three years. Therefore, he is not always supporting children to make good progress.  The childminder has not developed effective partnerships with parents to support children's learning and development fully.  The childminder's planning for future improvements does not swiftly address identified weaknesses, to effectively support and sustain children's achievements over time.

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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 indoors.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector discussed children's assessment and planning for their learning.

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Inspection activities

 The inspector checked evidence of suitability of all household members, and the childminder's qualifications.

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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. He lives with his partner, also a registered childminder and their two children in Southey Green, Sheffield. The whole of the ground floor, first floor bathroom, bedroom and garden are used for childminding. The family has a cat as a pet. The childminder attends a toddler group and activities at the local children's centre. He visits the shops, park and other places of interest with children on a regular basis. He collects children from the local schools, nursery and pre-schools. There are currently 11 children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for family holidays.

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must:

 maintain a record of the following information for each child: full name; date of birth; name and address of every parent and/or carer who is known to the provider (and information about any other person who has parental responsibility for the child); which parent(s) and/or carer(s) the child normally lives with and their emergency contact details

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must:

 make better use of information from observations to accurately assess children's level of achievement, including completing a written progress check for children aged between two and three years, and use such assessments to plan activities that consistently challenge and support children to make good progress in their learning

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must:

 develop parent partnerships, by involving them in the initial assessment of their child's abilities so that a precise and accurate assessment of children's starting points is obtained, enabling planning to be sharply focused to help children make the best possible progress from the start.

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

 develop effective action plans to swiftly address identified weaknesses so that improvements are promptly made to improve the service and support children's achievements over time.

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who attend

The childminder works well with his co-childminder and because of this; they have established familiar routines to ensure the day runs smoothly and calmly for children. For example, they manage school runs to ensure a familiar adult routinely collects children. Both childminders work closely with the children to ensure they develop positive relationships with them. The childminder uses settling-in visits so that children gradually become familiar with their new surroundings. He uses these visits to find out from parents, children's care arrangements, such as their feeding and sleeping routines. He incorporates these into the day, which means children experience continuity in their care. Furthermore, if children wish to bring any special personal items from home to help them settle, he encourages this. The childminder's positive relationships with children and continuity of care, results in children being happy, and this means they feel emotionally

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who attend

secure and safe in his care. The childminder regularly takes children to groups, and this provides opportunities for them to socialise and develop relationships with their peers. This supports children's personal, social and emotional development. Therefore, children have the confidence and emotional security to embrace change, for example, when they start nursery or school.

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who attend

The childminder has sufficient arrangements in place to promote children's health, well- being and their understanding of leading healthy lifestyles. He provides healthy meals and snacks to support children's growth and development. This includes involving children in the planning of meals. This provides opportunities for him to discuss with children, the health benefits of making good food choices. Children have regular opportunities to enjoy the health and physical benefits of playing in the fresh air. They play in the garden; go on walks and outings, such as visits to the park. These activities encourage children to be active, and this supports their physical development. The childminder provides a safe and clean environment for children to play. He regularly picks up resources and removes equipment, therefore, children play without the risk of falling over discarded toys. He encourages children to wash their hands at appropriate times throughout the day, which

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who attend

helps them to learn about the importance of their own personal care needs. Children are developing a sound understanding of ways in which they can keep themselves safe. For example, the childminder discusses with them the importance of fire evacuation, so that they know what to do in an emergency.

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who attend

The childminder appropriately manages children's behaviour. He provides consistent boundaries, routines and explanations so that children learn to be kind to others, share and take turns. He praises children's achievements, and as a result, children have positive self-esteem. He understands the importance of being calm, talking quietly to children and using appropriate language so that children do not feel upset or humiliated. Consequently, children behave well and they have positive relationships with others.

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

The childminder works well with his co-childminder and because of this, they have established familiar routines to ensure the day runs smoothly and calmly for children. For example, they manage school runs to ensure a familiar adult routinely collects children. Both childminders work closely with the children to ensure they develop positive relationships with them. The childminder uses settling-in visits so that children gradually become familiar with their new surroundings. He uses these visits to find out from parents, children's care arrangements, such as their feeding and sleeping routines. He incorporates these into the day, which means children experience continuity in their care. Furthermore, if children wish to bring any special personal items from home to help them settle, he encourages this. The childminder's positive relationships with children and continuity of care, results in children being happy, and this means they feel emotionally

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

secure and safe in his care. The childminder regularly takes children to groups, and this provides opportunities for them to socialise and develop relationships with their peers. This supports children's personal, social and emotional development. Therefore, children have the confidence and emotional security to embrace change, for example, when they start nursery or school.

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

The childminder has sufficient arrangements in place to promote children's health, well- being, and their understanding of leading healthy lifestyles. He provides healthy meals and snacks to support children's growth and development. This includes involving children in the planning of meals. This provides opportunities for him to discuss with children, the health benefits of making good food choices. Children have regular opportunities to enjoy the health and physical benefits of playing in the fresh air. They play in the garden; go on walks and outings, such as visits to the park. These activities encourage children to be active, and this supports their physical development. The childminder provides a safe and clean environment for children to play. He regularly picks up resources and removes equipment, therefore, children play without the risk of falling over discarded toys. He encourages children to wash their hands at appropriate times throughout the day, which

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

helps them to learn about the importance of their own personal care needs. Children are developing a sound understanding of ways in which they can keep themselves safe. For example, the childminder discusses with them the importance of fire evacuation, so that they know what to do in an emergency.

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

The childminder appropriately manages children's behaviour. He provides consistent boundaries, routines and explanations so that children learn to be kind to others, share and take turns. He praises children's achievements, and as a result, children have positive self-esteem. He understands the importance of being calm, talking quietly to children and using appropriate language so that children do not feel upset or humiliated. Consequently, children behave well and they have positive relationships with others.

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provision

The inspection was prioritised following concerns being raised about the provider's ability to safeguard and promote children's welfare. This was related to managing children's behaviour, planning for their learning, working with parents, safeguarding practices, safety, risk assessments and food preparation. We found that following an incident, where a child received a burn, the childminder reviewed his risk assessments arrangements. He now ensures he cools food thoroughly before serving it to children to minimise the risk of injury. He manages children's behaviour appropriately. For example, he ensures children do not feel humiliated and he knows to report concerns, if he feels others caring for children are acting inappropriately. The inspection found that the childminder provides a varied range of resources and activities for children. However, he is not always accurately assessing children and involving parents in their child's learning to ensure children make

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provision

the best possible progress they can. We found that the childminder understands his responsibilities in safeguarding children. He accesses safeguarding training, and this contributes to him having an adequate awareness of the possible signs of abuse and neglect. He knows which agencies to involve if he has any concerns about a child's welfare. This understanding of child protection issues, contributes to him protecting children from harm. The childminder provides a safe learning environment for children to play. He manages this appropriately because he supervises children's play and he considers his space, when meeting adult to child ratios. He carries out regular safety checks and risk assessments to ensure he puts in place appropriate precautions to reduce hazards and risks for children.

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provision

The childminder maintains and implements a number of written policies and procedures, which contribute to him keeping children safe. For example, procedures include the safe administration of medication and recording of accidents and injury. However, the childminder is not maintaining a written record of all children's personal details, such as, their name, address and parent's contact details. This means he is not meeting requirements for the Early Years Foundation Stage or for the compulsory and voluntary parts of the Childcare Register. The childminder is aware of children's details, which means he is able to contact parents in an emergency. However, by not keeping these records, he cannot fully guarantee children's safety.

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provision

The childminder is aware of the importance of monitoring and evaluating his service and practice. As a result, he has taken some steps to address some of the recommendations from his last inspection. For example, he has decked his garden, added new resources, such as, sand pits, chalk boards and a play house, and he now makes better use of outings to support children's mathematical development. Therefore, he is effectively supporting children to develop and learn when engaging in outdoor activities. However, the childminder's approach to evaluation is not secure enough to promote a sustained plan of improvement. For example, he is aware of his own weaknesses in assessing and planning for children's learning, however, he has not taken swift enough action to address these. Therefore, his action planning is not effectively supporting improvements in children's achievements over time. The childminder accesses some training, such as

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provision

safeguarding courses. As a result, he is aware of his role and responsibilities in protecting children from harm.

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provision

The childminder encourages parents to discuss and share their views, and through his complaint policy, they can raise any concerns. The childminder keeps parents informed about his service through sharing his written policies and procedures. He works well with other settings children attend, such as school or nursery. Since the last inspection, he now shares more information with them about what children are experiencing in school or nursery. He uses this information to plan activities so that he promotes continuity for children. For example, he builds on children's literacy skills by supporting and encouraging them to write their name. The childminder understands the importance of working in partnership with other professionals or external agencies involved in children's care. This means he takes appropriate action if children need additional support or help.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep records of the following information: the name; home address and date of birth of each child and the name; home address and telephone number of a parent/guardian/carer of each child who is looked after on the premises (compulsory part of the Childcare Register)  keep records of the following information: the name; home address and date of birth of each child and the name; home address and telephone number of a parent/guardian/carer of each child who is looked after on the premises (voluntary part of the Childcare Register).

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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 EY358909 Local authority Sheffield Inspection number 999350 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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