Childminder in Doncaster

Inspection date

Previous inspection date 14/01/2015 24/03/2011

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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 has good systems in place for sharing information with parents about their child's learning, and they are supported in promoting their child's learning at home. This continuity in approach ensures children make strong progress.  Educational programmes cover the seven areas of learning and take into account children's interests and abilities. Children are keen to learn and their strong progress is supported through good quality teaching.  The childminder has a good understanding of safeguarding. There is a strong focus on keeping children safe, and children learn to assess possible risks for themselves. As a result, they develop a thorough understanding of how to keep themselves safe.  The childminder makes accurate assessments of her practice. She has a good understanding of her strengths and weaknesses, and accesses training that helps her to improve her knowledge and skills.

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It is not yet outstanding because

 The childminder does not always help children to make links between different learning experiences. As a result, sometimes their knowledge is not fully explored.  A number of resources are stored in rooms to which children do not have access. As a result, children cannot always make free choices from the wider range of resources available.

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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 childminder's home, both inside and in the garden.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector took account of the views of parents from information included in the childminder's own evaluation.

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Inspection activities

 The inspector looked at children's records, planning documentation and a range of other documentation, including policies and procedures and the childminder's self- evaluation.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child in the Kirk Sandall area of Doncaster. The whole ground floor of the house and the rear garden are used for childminding. The family has a pet dog. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently seven children on roll, four 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 bank holidays and family holidays. She 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:

 make the most of opportunities during children's play to develop conversations that help them to make connections between the different aspects of their learning and explore their knowledge in detail

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

 provide a way in which children can make choices about resources that are not freely accessible to them, for example, by having pictures of resources that they can choose from, to support them in making confident choices in their play.

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who attend

The childminder has a thorough knowledge of children's learning and development. She obtains information from parents about children's starting points and their interests, and uses this to plan an effective balance of child-initiated play and adult-led activities that cover the seven areas of learning. For example, she plans creative activities that encourage children to develop their early writing skills and talks to them about early mathematical concepts as they begin to count and to identify colours and shapes. During their play, the childminder asks children questions. However, she does not always take every opportunity to develop these conversations further. As a result, she sometimes misses opportunities to support children to make connections in their learning and to share the full range of their knowledge. For example, when children talk about drawing a snail, the childminder does not discuss with them where they have seen a snail before.

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who attend

Nevertheless, children enjoy the educational experiences offered and they are keen to learn. Children develop personal, social and emotional skills as they begin to build relationships. As a result, they have strong foundations that support them in all areas of learning. For example, they share experiences from home through role play using small-world toys. Children develop their understanding of written language by choosing from a suitable selection of books and sharing stories. They also enjoy small group story sessions at playgroup. This extends their access to literature. The childminder makes effective use of props and actions to develop children's understanding of spoken language during song and rhyme sessions, which promotes children's communication skills. Tracking documents show that children are making good progress in their acquisition of language skills.

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who attend

Information from observations and assessments is used effectively to monitor children's progress and to plan for their next steps. The childminder shares information about learning with other settings, to ensure children who experience care in more than one setting enjoy consistency. Parents are kept informed about planned activities, and detailed observations and assessments are completed and shared with them. This keeps them well informed about their child's development. The childminder encourages parents to share information about their child's achievements at home and involves them in monitoring their child's progress. This ensures the next steps identified for children are accurate. The childminder completes the required progress check for those children aged between two and three years, and shares this with parents. This means children who are not meeting their expected milestones are identified quickly so that further support can be put in place.

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who attend

The childminder has secure partnerships with other professionals, including schools and the local children's centre. As a result, information about children's learning is shared. Therefore, children enjoy continuity in their learning when they move on to school.

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

The childminder promotes partnerships with parents well and ensures information about children's well-being is shared each day. Information about children's individual care needs is obtained from parents when children first start in her care. The childminder uses the information effectively to help children settle quickly by reflecting their home routines and ensuring each child develops secure attachments early in their care. Children demonstrate that they are confident and happy as they independently explore, and they can choose from an appropriate range of resources. However, some resources are stored in rooms to which children have no access. As a result, they cannot freely choose from the wider range of resources available. Children are supervised well and kept safe at all times. The childminder teaches them to assess possible risks for themselves. For example, they learn about road safety during walks. As a result, children are developing a secure

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

understanding of how to protect themselves from danger.

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

Children's personal, social and emotional development is promoted well. They play well together and enjoy the company of their peers. The childminder recognises children's efforts by giving them praise and encouragement. This helps to build their confidence and self-esteem. To help children prepare for the move to school, they experience daily routines that reflect those of the school environment, such as tidying up before lunch. Children learn about equality and diversity through a range of activities that develop their knowledge of different cultures and help them to understand the beliefs and abilities of different people. As a result, children are emotionally prepared for the environment they will experience when they move on to the next stage of their learning. Children's behaviour is good because the childminder is a positive role model. She uses play opportunities to help children understand how they feel. This means they are developing a

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

thorough understanding of right and wrong and are learning to manage their own behaviour.

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

Children enjoy regular walks in the woods with the childminder and her dog, where they have space to run and explore. They enjoy outdoor play in all weathers, which helps them to understand how exercise supports their overall health and well-being. Children enjoy a wide range of healthy snacks and home-cooked, balanced meals. The childminder helps them to understand which foods are good for them and which should be kept as treats. As a result, children are developing an understanding of how a balanced diet keeps them healthy. Children learn personal hygiene through everyday routines, such as washing their hands. They learn to use the toilet independently and this means they can attend to their own personal care when they move on to school.

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provision

The childminder has a very good understanding of her responsibility to protect children from harm and their safety is given utmost priority. There are clear procedures in place for reporting concerns about children or adults. She has completed safeguarding training to improve her knowledge and is able to identify the signs and symptoms that indicate children may be at risk. Clear procedures that govern the use of mobile telephones and cameras within the setting are effectively implemented. The premises are kept secure at all times. The childminder conducts daily checks of the premises and equipment to ensure the environment is safe and suitable for children. Written risk assessments are also carried out on planned trips and the different places children visit. The childminder uses these to minimise hazards to children and they are reviewed regularly. A register of children's attendance, including when they arrive and leave, is in place. This shows that ratios are

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provision

maintained. The childminder supports parents' understanding of her practice by providing them with copies of policies and procedures so they fully understand the service she provides. She holds a current first-aid certificate, which means she can give appropriate treatment if there is an accident to a child in her care. Therefore, children's welfare is prioritised effectively and children are kept safe.

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provision

The childminder has improved her knowledge and skills by undertaking an early years qualification and accessing further training. She uses her knowledge to assess the success of planned learning. She ensures that learning activities offer children high levels of challenge that help them to make consistently good progress across all areas of learning and development. She ensures that children and parents have a voice in her setting. For example, she encourages the children and their parents to be involved in planning. This means the service the childminder provides reflects children's interests and takes into account their abilities. By frequently evaluating her service, the childminder makes an accurate assessment of her strengths and weaknesses and she has successfully met the recommendations that were raised at the last inspection. For example, she now plans a range of adult-led activities and child-led play that includes the seven areas of learning.

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provision

Observations and assessments of children's progress are comprehensive and provide a precise overview of children's attainment over time. Partnerships with parents and other providers are secure to ensure information is shared. This means children's needs are met and their ongoing learning and development are promoted. Information is shared with other early years professionals so that they can continue to build on children's learning when children move on to new settings. Parents receive frequent feedback regarding their children's daily care and progress, through informative discussions and regular progress reports. This means they are aware of the wide range of educational programmes that promote their children's good progress. As a result, parents can promote their children's continuing progress at home.

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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 EY406039 Local authority Doncaster Inspection number 879535 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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