Childminder in Rotherham

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children demonstrate that they feel safe in the childminder's care. They establish secure attachments with the childminder and eagerly seek her out to share their experiences. Older children delight in naming different shapes, such as 'triangle' and 'hexagon', as they build various structures, patterns and arrangements using bricks. The childminder knows where children are in their development and what they need to do to make progress. She plans a range of exciting experiences that support children in the next stages of their learning. The childminder organises the setting to inspire children's curiosity.

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The provision is good

Children are engaged in a range of activities that support their learning across all areas of development. They test out their own thoughts and ideas and show pride in their achievements. For example, children knead dough as they develop their small-muscle skills. They make pretend aliens from a much-loved story and eagerly show the childminder their creations.

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The provision is good

Children are well behaved and polite. They listen carefully to the childminder and are aware of the rules and boundaries in place. Children take turns and share resources well, developing positive relationships with each other. The childminder supports children's emotional needs effectively. She encourages children to talk about how they are feeling so that they can understand their emotions.

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need to do better?

n The childminder has high expectations for all children, including those children with special educational needs and/or disabilities. She provides stimulating experiences for children and joins in with their play. When children make dough, the childminder extends their vocabulary by introducing new words. She supports children's mathematical skills by encouraging them to measure out the ingredients. Occasionally, the childminder interrupts children's self-chosen play and learning to engage them in a whole-group activity. This breaks children's concentration and impacts on their self-motivation and interest. n The childminder regularly checks what children know, understand and can do. She uses this information to plan activities designed to help children to make progress across all areas of learning. The childminder incorporates children's interests into the activities she plans. For example, children investigate

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need to do better?

cardboard boxes and shiny materials as part of their interest in space. They enjoy making model rockets and space helmets. n The childminder keeps parents informed about their children's development. She shares ideas with parents to help them to support their children's learning at home. She has developed a lending library and a range of story sacks for children to take home.

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need to do better?

5 September 2019 n The childminder takes time to get to know children's individual personalities. She visits them at their home before they join the setting and tailors settling-in sessions to meet children's individual needs. The childminder gains a wealth of information about children before they start at the setting, including what they can do. This enables her to plan challenging experiences for children from the start. n The childminder ensures that children develop the skills they need for future learning. She has established close partnerships with additional settings children attend. The childminder supplements children's learning that takes place in other settings into her own setting to provide continuity in children's education. n Children's physical health is promoted well. They enjoy spending time in the childminder's garden and dance around inside. Older children independently meet their own self-care needs as they use the bathroom unaided. The

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need to do better?

childminder reminds the children to wash their hands as they learn about good hygiene. The childminder provides children with a range of fruit and vegetables daily. However, she does not extend opportunities to teach children about the importance of a healthy diet. n The childminder is ambitious and is keen to keep her knowledge and skills up to date. She organises regular professional development opportunities to help her support children's needs. The childminder reflects on her setting and has clear plans to improve. She intends to develop her outdoor area so children can access this freely. The childminder aims to introduce a vegetable patch to teach children about where food comes from and the importance of being healthy.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows the signs and symptoms that may indicate a child is at risk of harm. She understands how to identify and report any concerns she may have about a child's welfare. The childminder keeps her knowledge up to date and is aware of wider child protection issues. The childminder keeps the children in her care safe. She checks that the premises and equipment are safe for children to use and she minimises potential hazards.

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should:

n review the organisation of routines and whole-group activities to make sure that children's play, concentration and explorations are not interrupted n help children to consistently learn about healthy eating and the benefits of healthy foods on their bodies.

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Setting details

Unique reference number EY153087 Local authority Rotherham Inspection number 10106102 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 to 10 Total number of places 6 Number of children on roll 8 Date of previous inspection 10 October 2014

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Information about this early years setting

The childminder registered in 2002 and lives in Rotherham. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds a level 5 qualification in early years.

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Inspection activities

n The inspector held a number of discussions with the childminder throughout the inspection. They completed a 'learning walk' to understand how the early years provision and the curriculum are organised. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector looked at a sample of documentation. This included evidence of the suitability of persons living in the household. n The inspector spoke to and interacted with children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

We carried out this inspection 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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Inspection activities

5 September 2019 5 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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