Elvin, Penny

Inspection date

Previous inspection date 18 May 2015 11 March 2011

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder knows individual children very well. She uses information from parents and her observations of children to plan for children's next stages of development. As a result, children are challenged and make good progress in their learning.  The childminder has a secure understanding of how to support the different areas of learning through play. Consequently, children enjoy learning and are engaged by the range of activities the childminder plans.  The childminder uses training to keep her knowledge of safeguarding issues up to date. Her practice is supported by a clear procedure she would follow to deal with concerns about children's welfare.  Children form secure attachments to the sensitive childminder. They are all valued and become confident, independent members of her extended childminding family.  The childminder has a clear understanding of how to implement the Early Years Foundation Stage. She is well organised so can easily check that all training and

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This provision is good

necessary procedures are in place.  The childminder uses information from parents to help her reflect on, and evaluate, the service she provides for children. As a result, activities are linked to children's interests and adapted to suit their differing needs.

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It is not yet outstanding because:

 The childminder does not always provide learning experiences that are really rich, imaginative and designed to promote children's preferred ways of learning.  The childminder does not always make the most of thorough and precise assessments of children's learning.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 enhance the quality of teaching by finding out about children's preferred ways of learning, so that they can be supported to explore and experiment with resources in different ways  strengthen the use of assessments so they more closely link to the plans made for supporting what children need to learn next, so that they make very rapid progress.

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Inspection activities

 The inspector observed activities and routines in the main playroom.  The inspector conducted a joint observation with the childminder.  The inspector asked the childminder questions about her practice at appropriate times throughout the inspection.  The inspector looked at children's assessment records and planning documentation.  The inspector checked evidence of the suitability of all household members, and the childminder's qualifications. She also looked at the childminder's self-evaluation form and discussed her plans for improvement.  The inspector took account of the views of parents and carers.

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who attend. This is good

The childminder gathers information about children from their parents and through her observations of children's learning. This provides her with an understanding of children's development and helps her to plan for their continued progress. For example, children learning to walk have equipment to push, and toys are placed on the sofa to encourage them to stand. The childminder has a good understanding of the skills children need and how these can be developed through play. Children learn to count, name colours and match shapes as they play with their favourite toys with the childminder. As a result, children make good progress in their learning and develop the skills they will need for school. The childminder uses good teaching strategies to support the development of children's communication and language. She reads books with children and repeats the early sounds they use for different animals. The childminder does not always plan really

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who attend. This is good

rich learning experiences that make the most of children's learning preferences. For example, children's fascination for putting objects and themselves into containers is not fully recognised.

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good

The childminder creates a warm and welcoming environment where children feel part of a large, extended family. Photographs displayed around the home make children feel valued and reinforce relationships between children. The childminder works with parents to build strong relationships that help children to settle into her care. She effectively communicates with parents in different ways so that they can provide continuity of care and learning. Parents appreciate the information they are given and the quality of the care their children receive. The childminder quickly learns about children's interests and how to recognise when they are hungry or tired. As a result, children feel secure and develop strong attachments to her. Children's emotional well-being is important to the childminder and she builds their self-esteem through regular praise. Routines at snack time are used to develop children's independence and confidence. They develop good hygiene habits, and

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good

free access to the fruit bowl supports healthy choices.

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provision is good

The childminder is experienced, organised and reflective. She regularly meets with other childminders to discuss practice, researches new resources and gathers ideas from parents. For example, comments from parents support her to use children's interests to enhance painting activities by introducing twigs and leaves. The childminder evaluates her practice and since her last inspection, has further developed how she plans for children's learning. As a result, she is able to check that all children make good progress in all areas of learning. The childminder has good processes in place to assess children's learning. However, these are not always used effectively to identify in detail what children need to learn next. For example, the childminder does not always recognise what she wants children to achieve during planned trips to the library.

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Setting details

Unique reference number 300590 Local authority Sheffield Inspection number 871668 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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Name of provider

Date of previous inspection 11 March 2011

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Telephone number

The childminder was registered in 1999 and lives in the Wadsley area of Sheffield. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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