Childminder EY397792

Inspection date 21 November 2018 Previous inspection date 16 January 2015

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This inspection: Good 2

Previous inspection: Good 2 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

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The provision is good

n Children build secure attachments to the childminder which help them grow in confidence. They develop the social skills they need to play alongside their friends and help them be ready for going to school or nursery. n The childminder observes children as they play to find out what they can do. She uses her accurate assessments of their development to check for any gaps in their progress and identify what they need to learn next. n Children enjoy learning through their play and the childminder uses her interactions well to support this. The childminder talks to them as they play to help them think about what they are doing and suggest what they could do next. n Children show they are prepared to try doing things for themselves and show determination when something is difficult. The childminder provides sensitive support that encourages children and builds their self-esteem. n Parents are very pleased with the quality of care and education their children receive.

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The provision is good

They value the information from the childminder about what children have been doing and work together to meet children's individual needs.

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It is not yet outstanding because:

n Sometimes, the childminder does not give children enough time to explore what fascinates them and follow through their own ideas as they play. n Although the childminder has a good relationship with the other settings children attend, strategies to share detailed information about children's progress are not always highly successful.

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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

n make the most of what fascinates children during their play and support them more effectively to explore their own ideas n strengthen partnerships with the other settings children attend so specific information about their development is shared effectively to further improve their outcomes.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during the childminder's interactions with children and assessed the impact it had on their learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector took account of the views of parents through written feedback they had provided and those spoken with during the inspection. She spoke to children during the inspection. n The inspector looked at a range of documentation, including evidence of the suitability of persons living in the home. She also discussed the childminder's safeguarding procedure. n The inspector viewed the areas of the house and garden the childminder uses.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of how to recognise and respond to concerns about children's welfare. She has used training and support from the local authority adviser, as part of her professional development, to make sure her safeguarding knowledge and procedures are up to date. Since her last inspection the childminder has evaluated and improved how the resources are stored. Children can now easily choose for themselves the toys they would like to play with. The childminder works closely with her co-childminder to evaluate their practice and review children's progress over time. They have an assistant registered to work with them and on the few occasions she works alongside them, they monitor her practice carefully.

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Quality of teaching, learning and assessment is good

The childminder uses a variety of strategies to promote children's learning through play. She makes suggestions and shows younger children how to use the train track to help motivate them to 'have a go'. Children refine their physical skills and show control as they put pieces of train track together. They demonstrate they can solve simple problems for themselves, overall, and they work out how to connect the carriages to the train engine. The childminder asks the children questions about the pieces of track they have chosen and if the trains will be able to turn the corner. She promotes younger children's language skills effectively and reinforces their growing vocabularies. They talk about the different coloured carriages, the names of the train engines and the animals in their game.

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Personal development, behaviour and welfare are good

Children are keen to get involved and play with their favourite toys. They show they can concentrate as they put train track together and the childminder talks to them calmly if they get frustrated. The childminder gently reminds children to say 'thank you' when she passes them a toy and they start to learn to share toys well. She expects children to respect each other and helps younger children sit still next to their friends at lunchtime. The childminder provides a variety of food across the day so children have a balanced diet and can make healthy choices. She introduces children to different celebrations from around the world to help them learn about cultures beyond their own community. Children start to learn about keeping themselves safe and that they need to wear their coat and gloves outside to keep warm.

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Outcomes for children are good

Children make good progress in their development. Older children are well prepared for school or nursery. They practise holding a pencil and show increasing control when they draw different shapes. Children use their good communication skills and imagination to create games and stories for their play, generally. Younger children start to use some numbers in their play and confidently talk to the childminder about what they are doing.

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Setting details

Unique reference number EY397792 Local authority Rotherham Inspection number 10071163 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 11 Total number of places 12 Number of children on roll 9 Date of previous inspection 16 January 2015

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Registers

The childminder registered in 2009 and lives in Todwick. She works with a co-childminder and has an assistant registered to work with her if required. The childminder operates all year round, Monday to Friday, from 7am until 6pm, except for bank holidays and family holidays. She provides funded early education for three- and four-year-old children.

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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.

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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.

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Registers

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Registers

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Registers

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Registers

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