Childminder in Rotherham

Inspection date

Previous inspection date 9 July 2015 23 October 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 promotes children's early communication and language skills very well. She uses the signs and symbols with speech to provide extra clues to children about what she is saying.  Children show how they have formed strong emotional bonds with the childminder. Toddlers kiss and wave goodbye to their parents with ease. Older children arrive happy from nursery school. They confidently talk about their upcoming sports day at school, explaining how they are in the red team.  The childminder places a great emphasis on promoting children's social skills and well- being. She arranges outings with other childminders. Children go to events in the local community and enjoy picnics in the park. This allows children to meet new friends and get to know the people that make up their community.  The childminder takes time to read the views of parents and listen to the changing interests and needs of children. She uses this information to reflect on and improve the

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This provision is good

service she provides.  The childminder has very good relationships with teachers from the local school. Teachers share their planning for the school term. Children explore musical instruments with the childminder because this is what they are currently learning about in school.  Children are well safeguarded. The childminder has a good understanding of her responsibilities to protect children and keep them safe from harm.

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It is not yet outstanding because:

 The childminder does not consistently use information gained through observation to plan precisely, in order to maximise children's progress.  The childminder does not focus her professional development sharply enough to deliver practice to the highest levels.

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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

 consistently use information gained from observation, so that planned activities are even more sharply focused to improve the potential for children to make rapid progress in their learning and development  focus more precisely on professional development opportunities, in order to deliver the highest-quality provision and excellent outcomes for children.

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Inspection activities

 The inspector observed activities in the main playroom and outside.  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.  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.  The inspector took account of the views of parents spoken to on the day. She also looked at parents' written comments.

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who attend. This is good

The childminder knows the children well. She confidently talks about what she is going to do to help children achieve their next steps in learning. The childminder is very good at providing activities and resources that help children to develop skills for their future learning. Toddlers enjoy playing with a small farmyard and model animals. The childminder encourages toddlers to repeat the words and sounds they hear, such as woof for the dog. Toddlers lean forward to pick up the animals, passing them from one hand to the other. They show an interest in toys with buttons that make sounds. Toddlers clap their hands and move their body to the music they hear. The childminder has built very good relationships with parents. Parents stay for a short while at drop off time to talk to the childminder. They pass on information about their child's care routines for the day. Parents continue their child's learning at home. They explain how they play games of

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who attend. This is good

peek-a-boo to encourage their child's babbling skills and first words. This benefits children's ongoing care, learning and development.

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good

The childminder is very approachable, kind and caring. She provides a welcoming environment for children to play and learn in. The childminder ensures that children learn about ways to keep healthy and safe. She wipes toddlers hands before sitting them in high chairs to enjoy their nutritious snack. Toddlers grasp pieces of apple and strawberries, independently bringing the fruit to their mouth to eat it. Children learn where food comes from, growing potatoes and carrots in the garden. The childminder is always close by so children feel secure enough to have a go at physical challenges. Toddlers assuredly climb the steps of the small slide in the garden. They choose to go down the slide on their tummy. Toddlers giggle as they land at the bottom of the slide, showing satisfaction in meeting their own goals. Children's behaviour is age appropriate. They are emotionally ready for their move on to school. Children attend the playgroup at the local school, which

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good

helps them to become familiar with teachers and the school environment.

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provision is good

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. She checks her home each day to ensure that all areas are safe for children to explore. The childminder provides a good balance of adult-led and child- initiated play. She regularly observes children and plans for their good progress. Assessments show that children are at the expected levels of development for their age. However, the childminder does not always use information from her observations to help her to plan activities as precisely as possible. This means that children are not always supported to achieve rapid progress in their learning. The childminder is qualified and experienced. She attends relevant training that helps her to maintain the good quality of care and teaching she provides. However, the childminder has not considered how she can better focus her professional development to deliver practice to the highest levels.

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Setting details

Unique reference number 501536 Local authority Rotherham Inspection number 872269 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 14

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Name of provider

Date of previous inspection 23 October 2009

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Telephone number

The childminder was registered in 2001 and lives in Wath-upon-Dearne. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3.

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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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