Childminder in Doncaster

Inspection date

Previous inspection date 15/01/2015 02/02/2011

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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 works in partnership with parents to complete accurate assessments of children's learning. This information is then used to inform planning so that activities provide children with good levels of challenge that support their all-round development.  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 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 by helping them to recall prior learning. As a result, their knowledge is not always explored in as much detail as it could be.  The childminder does not fully extend children's imaginative play because she does not always make the most of opportunities to help them develop and share their ideas.

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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 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 the childminder's parent survey.

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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 1991 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in the Bessacarr area of Doncaster. The whole of the ground floor of the home, the bathroom on the first floor and the rear garden is used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 10 children on roll; five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, 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:

 help children to make better connections between different aspects of their learning by encouraging them to share the knowledge they have gained through previous learning experiences; for example, by discussing how a story about visiting the doctor's surgery is similar to their own experiences

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

 enhance children's learning during imaginative play by building on conversations that help children to share their ideas, for example, by prompting them to help them to develop their own stories.

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who attend

The childminder has a thorough knowledge of children's learning and development. She obtains information about children's starting points from parents. She uses this information to plan a wide range of interesting activities that take into account children's interests and individual learning needs. For example, she encourages children to use small tools, which helps them to develop the skills they need for early writing. They explore sounds and develop physical skills as they sing favourite songs and carry out the actions. Children learn to count as they begin to recognise numbers during everyday activities, such as identifying numbers in the outdoor environment during walks. Children develop their interest in literacy and learn how stories are structured as they talk about the characters in favourite books. However, on occasions, the childminder overlooks opportunities to help children make connections in their learning. For example, she does

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who attend

not always encourage children to share their own experiences of going to the doctor's surgery. As a result, they do not make the link between their own experiences and the story they are reading.

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who attend

Children enjoy role play with dolls and a wide range of small world figures. They develop their imaginative play as they act out stories they have seen in books and on television. The childminder encourages them to explore how resources can be used together. For example, children gather building blocks and collect twigs from the garden so that they can transport these on the toy train. However, the childminder does not always extend children's imaginative play because sometimes she does not develop conversations that help children to share their ideas and so further develop their own stories. For example, she did not build on children's pretend games by encouraging them to discuss how the building trucks might help to move the 'trees' that had fallen onto the railway line. Nevertheless, children are making good progress overall.

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who attend

Information from observation and assessments is used effectively to monitor children's progress and to plan for their next steps in learning. This means they are supported in making good progress. Tracking documents show that children are meeting the expected milestones for their age. Parents are kept informed about activities through daily discussions and information shared in daily diaries. Comprehensive observations and assessments are completed and shared with them, which keeps them very well informed about their children'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. The childminder completes the required progress check for children between the ages of two and three years and shares it with their parents. This means children who are not meeting their expected milestones are identified quickly. The

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who attend

childminder has effective partnerships in place with other professionals, which means she can seek support for children who are not meeting their expected targets. Established partnerships with the local schools mean 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. She collects detailed information about children's individual care needs from parents. She uses the information effectively to help children settle quickly by following their home routines and ensuring each child develops secure attachments early in her care. All children demonstrate they are confident and happy as they independently explore. The childminder teaches them to assess risks and dangers for themselves. For example, they learn about road safety during walks and they visit the local playground where they learn to stay safe while using large equipment. As a result, they are developing a thorough 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

The childminder effectively promotes the development of children's personal, social and emotional skills. Children develop their social skills through a wide range of experiences. For example, they use public transport and visit the local supermarket. This helps them to learn how to behave in different social situations. Throughout activities the childminder recognises children's efforts by giving them praise and encouragement. This helps to build their confidence and self-esteem. Children's behaviour is good because the childminder is a positive role model. She helps children to understand their feelings, which means they learn to manage their own behaviour. To help children prepare for the move to school, children experience daily routines that reflect those of the school environment. They enjoy small group activities where they listen to instructions, they attend larger social groups at the local playgroup and enjoy walks to school. As a result, children are emotionally

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

prepared for the environment they will experience when they move on to the next stage of their learning.

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

Children enjoy outdoor play every day. They visit local parks and a wide range of places of interest in the local community. Children use large play equipment and enjoy large spaces to develop their physical skills. This helps them to understand how exercise supports their overall health and well-being. Children enjoy a wide range of healthy snacks and parents are encouraged to provide healthy choices in packed lunches. The childminder helps children to understand which foods are good for them and which should be kept as treats. As a result, they are developing their knowledge 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 good understanding of her responsibility to protect children from harm and their safety is given high priority. She has clear procedures in place for reporting concerns about children, or adults. The childminder has completed safeguarding training to improve her knowledge and can identify the signs and symptoms that indicate children may be at risk. There are clear procedures in place that govern the use of mobile telephones and cameras within the setting, and these are effectively implemented. The childminder conducts risk assessments of the premises and of places children visit. She 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 maintained. The childminder supports parents' understanding of her practice by providing them with copies of policies and procedures so they understand the service she

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provision

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.

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provision

The childminder assesses the success of planned learning. She ensures that children's activities offer them appropriate levels of challenge that help them to make consistently good progress across all areas of learning and development. The childminder encourages children and their parents to be involved in the evaluation of her setting. In her drive to deliver high standards of care and learning, the childminder seeks support from local authority advisors and undertakes training to update her knowledge and skills. 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 has comprehensive systems in place for observing and assessing children's learning which provide a precise overview of children's attainment over time. Partnerships with parents and other providers are secure, which ensures information is

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provision

shared. This means children's needs are met and their ongoing learning and development is 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 parents are aware of the wide range of educational programmes that promote their children's good progress. This helps them to 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 317734 Local authority Doncaster Inspection number 877009 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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