Childminder in Doncaster

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 enjoy their learning with the childminder. She skilfully creates a stimulating and welcoming environment with a clear focus on making the most out of children's play. The childminder carefully plans her resources to make sure children can access toys that extend their interests and development. Children delight in playing with their favourite trains and learning to build tunnels for them. Older children are curious about different-shaped blocks and numbered pebbles.

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The provision is good

The childminder knows children well and plans activities to build specific skills. Children are keen and rise to the challenges she sets them. They show determination and concentration as they try cutting up a banana. They keep trying and learn they must hold it still. Children enjoy exploring what they can do with different resources and the childminder gets involved in their play. However, occasionally, she does not leave them enough time to experiment for themselves before talking to them.

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The provision is good

Children are happy and independent. The childminder has high expectations about what they can do for themselves and her consistent support helps them feel secure. They confidently ask to play outside and can put on their own shoes. Children quickly follow instructions and respond positively to simple boundaries.

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need to do better?

n The childminder has high expectations for all children. She regularly checks what children know and can do to make sure they are making good progress. The childminder uses this information to decide what children need to learn next. She has clear goals for all children to help get them ready for starting at school and nursery. n The childminder has a good understanding of how children learn and develop. She plans activities that build up children's skills over time. For example, children enthusiastically get involved in using tweezers, spoons and their fingers to pick up small objects. They develop the strength and practise the control they will need in their fingers to be able to hold a pencil in the future. n Children develop and use their new language as they play. The childminder carefully repeats and rephrases the keywords they are using to extend their vocabulary. Children start to describe simple mathematical ideas as they fill

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need to do better?

containers. They join in singing songs about the spider they have found and can talk about the webs they have seen. n The childminder joins in children's play and explorations. She talks to them about what they are doing and praises their efforts. Children are interested when she talks and watch her carefully. The childminder is keen and enthusiastic about sharing new ideas with children. However, sometimes she does not give

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need to do better?

10 September 2019 them enough time to explore resources. For example, she talks to children before they have had time to listen for themselves to dry rice fall when they drop it. n Children enjoy a wide range of experiences to help them learn about the world around them. They regularly grow different vegetables and have watched new roots grow from the remains of a pineapple they had eaten. Children are involved in preparing their food and put on the toppings for their own pizza. n Children develop their social skills and the childminder teaches them how to share their favourite toys. She helps children ask each other before taking a toy and they learn to let others join their games. The childminder creates opportunities for children to work together and they are able to take it in turns. n The childminder works closely with parents to support children's learning and widen their interests. She also makes good use of her close links with staff at

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need to do better?

the local nursery school. She shares detailed information about what children can already do before they start. n The childminder uses training to keep her knowledge fresh and up to date. She has developed her understanding of how children learn in different ways. The childminder continually reviews her environment to make sure resources are accessible and meet children's needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder makes excellent use of training to keep up to date with wider safeguarding issues and shares her knowledge with parents. She has a good understanding of how to recognise if a child was at risk of harm. The childminder makes sure she has up-to-date information from the Local Safeguarding Children Board about how to access help and support for a child and their family.

p.3

should:

n help children further develop their thinking skills. This includes observing children very closely as they play to identify precisely when they need more time to experiment for themselves and develop their own ideas.

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Setting details

Unique reference number EY263800 Local authority Doncaster Inspection number 10062610 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 2 to 9 Total number of places 6 Number of children on roll 9 Date of previous inspection 18 November 2015

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Information about this early years setting

The childminder registered in 2003 and lives in Skellow, Doncaster. She operates all year round from 7.30am to 6pm, Monday to Thursday, except family holidays and bank holidays. The childminder holds a relevant early years qualification at level 3 and provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder discussed with the inspector how she organises her environment and how she decides what the children need to learn next. 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 An observation of an activity was completed by the inspector and evaluated with the childminder. n Children talked to the inspector about the toys they were playing with. n The inspector observed daily routines and viewed the areas of the house and garden the childminder uses.

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Inspection activities

10 September 2019 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

10 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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