Childminder in Sheffield

Inspection date

Previous inspection date 2 July 2015 23 March 2009

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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's home is welcoming. Parents comment that children 'happily toddle in in the morning'. The plentiful and well-chosen resources engage children's interests. Children are eager to play and learn.  The quality of teaching is good. The childminder provides a balance of activities. Some activities encourage children to explore and make their own discoveries. Other activities are more adult-led and, therefore, children learn how to use materials, such as glue and sticky tape, successfully.  The childminder manages risks to children in her home and on outings. She makes careful visual checks of all space and equipment before allowing children to play.  The childminder promotes children's communication and language development well. When children tell her that they can see a butterfly, the childminder responds by remarking on the 'beautiful butterfly'. This skilfully expands the number of words that

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This provision is good

children hear, understand and begin to use in conversation.  The childminder continuously improves her provision. She makes practical changes to her practice that further enhance children's play and learning. For example, she introduces low-level shelves so that children can choose toys that interest them.

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It is not yet outstanding because:

 The childminder does not always plan next steps as effectively as possible to make sure that children's achievements are raised to an outstanding level.  When children move on to school, the childminder does not share all of the accurate information she has about what children know and can do. As a consequence, continuity in children's learning is not consistently achieved.

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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

 identify ways of making sure the next steps planned for children's learning are focused on providing the extra challenges that will help them to achieve at a higher level  share information about children's achievements with the schools they move on to, so that the starting points for the next stage of a child's learning are known and understood by all those involved.

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Inspection activities

 The inspector spoke with the childminder and children throughout the inspection.  The inspector observed play and learning activities in the childminder's home and garden.  The inspector looked at observation, planning and assessment records and documentation to promote children's health and well-being.  The inspector checked evidence of the suitability of the childminder.  The inspector took account of the views of parents and carers.

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who attend. This is good

The childminder provides interesting activities. She teaches children a range of skills and knowledge as she plays alongside them and talks with them. For example, children become deeply involved in discovering items buried in a tub of rice. Children's counting skills are promoted as they count the legs of the octopus they find. Their physical skills are promoted as they try out different tools, such as tweezers and spades, to find more things. They learn to look more closely at familiar items as they focus on them through a magnifying glass. The childminder makes observations of children's learning and accurately assesses their progress. However, the next steps that she identifies for children's learning are not always sharply focused enough. As a result, planning for children's learning does not always lead to them achieving at the highest levels. The childminder helps parents to continue their children's learning at home. For example, she

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who attend. This is good

works with children to make props to accompany and illustrate a familiar counting and subtraction song. The childminder, parents and children sing the song together using the props. Children take the props home and the whole family joins in with the song. This effectively deepens children's understanding of numbers, counting and subtraction.

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good

Children develop strong attachments to the childminder. She provides a secure base from which they explore with increasing confidence. The childminder teaches children to make choices that keep them safe and healthy. They learn why it is important to use sun cream in hot weather. They gain independence as they learn to rub the cream on themselves. This safeguards their long-term health and well-being. Children learn self-control as they grow because the childminder explains to them the sensible and consistent rules and routines she follows to make sure they are safe and healthy. Children have daily opportunities to run, climb and explore in the fresh air in the garden. They learn to take care of their own sunflowers by watering them to help them grow. Children learn about similarities and differences between people. For example, they know that they have different favourite colours and different favourite foods. They learn to accept and respect

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provision is good

The childminder understands the requirements of the Early Years Foundation Stage. She knows what to do if she considers that a child in her care may be at risk of abuse or neglect. The childminder seeks out training and ideas that help her to improve her provision. She attended Level 1 Sheffield's Talking training. This improved her understanding of how young children learn to communicate and, consequently, the quality of her teaching was further enhanced. Children acquire the knowledge and skills they need when they start school. However, when children move to school, the childminder does not share everything she knows about their achievements with their teachers.

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Setting details

Unique reference number EY380781 Local authority Sheffield Inspection number 858620 Type of provision Childminder Registration category Childminder Age range of children 1 - 10 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection 23 March 2009

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Telephone number

The childminder was registered in 2008 and lives in Sheffield. Her provision operates all year round from 7am to 6pm, Monday to Friday, except for 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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