Childminder in Doncaster

Inspection date 21 August 2019 Previous inspection date 19 September 2018

p.1

This inspection: Good 2

Previous inspection: Requires improvement Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

This provision is good

n The childminder has worked hard to address previous actions and recommendations since her last inspection. For example, she has implemented effective systems to help her closely monitor staff practice and evaluate the quality of her setting. The childminder holds regular staff supervisions and uses the feedback she receives from parents to help her identify key areas to improve. n Children benefit from the strong partnerships the childminder and childminding assistants build with their parents. They engage in good two-way flow communication and share key information about their child's progress. The childminder continues to work collaboratively with parents to plan children's next stages of learning and ensure a consistent approach. n The childminder plans a wide range of stimulating activities and play equipment according to children's interests. This helps to keep children highly engaged and motivated in their learning. Children's behaviour is good.

p.1

This provision is good

n The key-person system works effectively to help children settle in when they first start at the setting. The childminder collects detailed information about children's care routines and starting points. She shares this information with the child's key person, which helps them understand how to meet the child's individual needs. n Although the childminder completes the necessary two-year progress check, this is not completed promptly enough for parents to share with other professionals, to help promote an integrated approach towards a child's learning. n The current system used to identify staff training and professional development needs has not been fully embedded, to help raise the quality of teaching to the highest levels.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

n ensure the two-year progress check is completed more promptly, to help promote an integrated approach towards a child's learning n continue to embed training and professional development plans, to help raise the quality of teaching to the highest levels.

p.2

What the setting needs to do to improve further

n The inspector had a tour of the premises with the childminder. n The inspector jointly observed a planned activity and considered the childminder's evaluation. n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector held discussions with and considered the views of the childminding assistants, parents and children during the inspection. n The inspector held discussions with the childminder at convenient times during the inspection. She reviewed a sample of documentation including policies, procedures and other records regarding health and safety.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has robust recruitment and vetting procedures in place. This helps to ensure all adults living and working on the premises are suitable to have access to children. The childminder completes thorough daily checks to ensure the areas of the premises children access are safe. The childminder and her registered childminding assistants regularly complete safeguarding training. They confidently recognise the signs of abuse and demonstrate a strong understanding of wider child protection issues. The childminder demonstrates that she would take prompt action if she had a concern about a child.

p.3

Quality of teaching, learning and assessment is good

The childminder has a good understanding of the early years foundation stage. She uses progress trackers to help monitor children's development. She uses these records to identify and address any emerging gaps in individual and groups of children's learning. For example, the childminder recognises that younger children need to develop their social skills. She plans group activities to help them learn how to cooperate and negotiate with their peers. For example, children work together as a team to help fill a tray with water and soap. They use paintbrushes and whisks to make bubbles. They draw pictures using various creative materials and begin to ascribe meaning to the different marks they make. Children confidently recognise and name the different coloured chalks they use. The childminder helps to further develop their emerging communication and language skills. For example, she repeats the names of each colour

p.3

Quality of teaching, learning and assessment is good

and accentuates different letter sounds in each word.

p.3

Personal development, behaviour and welfare are good

The childminder provides a welcoming environment where children are free to explore and have their own ideas during play. Children thoroughly enjoy the time they spend playing outdoors and engage in imaginative role play with their friends. For example, children push their babies in prams to the supermarket. They dress up in role-play costumes and use baskets to collect plastic role-play foods. Children demonstrate high levels of confidence and self-esteem. They develop good levels of independent self-care skills. For example, they know to wash their hands before mealtimes and learn how to feed themselves using cutlery from an early age. Children enjoy the healthy meals and snacks the childminder prepares for them.

p.3

Outcomes for children are good

Children are making consistently good rates of progress according to their age-related expectations. Children develop good mathematical skills. They use picture boards to count the total number of items in a group and find the corresponding numerals. Children are given the time they need to think and respond to the questions they are asked. They confidently make predications and test their own ideas. Children are willing to have a go and try things for themselves. As a result, they are well prepared for their next stages of learning and eventual move to school.

p.3

Setting details

Unique reference number EY288603 Local authority Doncaster Inspection number 10080574 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 9 Total number of places 12 Number of children on roll 23 Date of previous inspection 19 September 2018

p.4

Registers

The childminder registered in 2004. She operates Monday to Friday all year round, except for family holidays and bank holidays. Sessions are from 7am until 5.30pm. The childminder works with two registered childminding assistants. She holds a suitable level 3 childcare qualification. The childminder offers free funded early education places for two-, three- and four-year-old children.

p.4

Registers

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.

p.4

Registers

procedures 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 . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.

p.4

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5