Childminder in Doncaster

Inspection date

Previous inspection date 11 April 2016 18 February 2015

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has made good progress since the last inspection and has successfully addressed the action raised.  Children make good progress in their learning. The childminder uses her assessments of what children can do and information from parents to plan interesting and challenging activities.  The childminder uses consistently good teaching strategies in her interactions with children. She listens perceptively and skilfully questions children to extend their learning during play. Children have opportunities to explore their own ideas and solve problems.  Children are very confident, motivated and independent. They are able to lead their own play and make choices. They cooperate with instructions and learn about how to keep themselves safe around the home.  Children are happy and secure, as they form strong relationships with the childminder. Parents work in partnership with the childminder to provide continuity in their children's

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This provision is good

care and education.  The childminder carefully monitors children's development and shares their progress with parents. She identifies any gaps in their learning and evaluates activities to ensure children are receiving a broad range of experiences.

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It is not yet outstanding because:

 The childminder does not always make high-quality observations of children as they play. On occasions, details about children's thinking skills are not fully explored when reviewing their development with parents and planning new experiences.  The childminder has not used highly focused professional development to develop an expert knowledge of how children learn and further improve the quality of teaching.

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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

 focus more precisely on how children are thinking and what fascinates them when observing children's play and planning learning experiences  strengthen professional development that focuses more specifically on opportunities to deepen the understanding of how children learn, in order to further improve the quality of teaching.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector completed 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 from information included in the childminder's own parent survey.

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Effectiveness of the leadership and management is good

The childminder monitors all aspects of her provision. All procedures are regularly reviewed and shared with her assistant and parents. Safeguarding is effective. The childminder keeps up to date with local procedures and regularly completes training about child protection. The childminder has reviewed how she plans for children's learning and has found effective ways to share information with parents. She supports her assistant to develop her skills in planning learning experiences for individual children. Children's progress is clearly tracked from their starting points so the childminder can recognise any concerns and plan additional support. The childminder continually evaluates her resources and children help make decisions about new equipment. As a result, she successfully adapts to changes in children's needs and interests.

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Quality of teaching, learning and assessment is good

Children enjoy learning and become absorbed in their play. They are able to make choices and have the time to follow through their ideas. For example, children have vivid imaginations and confidently change an activity according to their interests. The childminder follows their lead and uses sensitive interactions to extend their learning. For example, she uses questions effectively to help children explore their understanding and explain their ideas. The childminder talks about previous activities to help children find the language they need to describe what is happening in their play. Parents help the childminder make accurate assessments of children's development when they start and identify what they need to learn next. The childminder regularly shares information about children's progress and ideas about how to support their development.

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Personal development, behaviour and welfare are good

The childminder provides a stimulating environment that motivates children to get involved. Children know where to find the resources and toys they need for their play and confidently ask the childminder for help. For example, they are able to choose the bowls and utensils they need to develop their pretend baking game. The childminder successfully maintains their concentration by adding interesting tools to the game to challenge their skills. Her praise and support encourages them to have a go with the new resources and keep trying when it is difficult. The childminder is welcoming and teaches children to value each other and their local surroundings. They learn to listen to others and take turns during games. Children have the opportunity to meet other children and adults through regular outings into the community.

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Outcomes for children are good

Children make good progress and are well prepared for their next stage in learning. Older children begin to recognise some of the letters in their name and learn basic mathematical ideas in their play. During routines, children show they can independently wash their hands, are able to cooperate with boundaries and enjoy being helpful. Sensitive and consistent support from the childminder teaches children about acceptable behaviour and develops children's ability to play alongside others.

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Setting details

Unique reference number EY405578 Local authority Doncaster Inspection number 1007126 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 14 Total number of places 12 Number of children on roll 9

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Name of provider

Date of previous inspection 18 February 2015

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Telephone number

The childminder was registered in 2010 and lives in Intake, near Doncaster. She operates all year round except for bank holidays and family holidays. The childminder works between the hours of 7am to 10pm, Monday to Friday, to accommodate shift patterns. The childminder holds an appropriate qualification at level 3 and occasionally works with an assistant.

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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 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 .

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Telephone number

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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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