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 Not applicable

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The provision is good

Children thrive in the warm and welcoming environment the childminder creates. Parents highly value the strong relationships children build with the childminder and her family. Children are confident, keen to get involved and play safely. They happily ask for help and quickly come to investigate the activities the childminder has planned. Although they have some opportunities to explore resources in their own way, the childminder does not always make the most of children's own preferences. The childminder has high expectations for all children and works closely with parents to meet children's individual needs. They are all given the opportunity to do things for themselves. The childminder makes adaptations to the environment to maximise children's independence. Children listen carefully to instructions and follow simple daily routines. Children delight in learning as they play. The childminder gets involved in their games and introduces lots of new

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The provision is good

words. In the main, she is good at listening to children and giving them time to think. However, sometimes, her questions are too direct and not matched carefully enough to individual children. Stories are an important part of the day. The childminder has moved the books to give children better access and they enjoy listening to her read.

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need to do better?

n The childminder knows each child very well and regularly checks what they can do. She quickly identifies any areas of development where children are not making as much progress. The childminder shares detailed information about what children need to learn next with parents and other professionals. n Younger children begin to count objects and understand simple mathematical ideas. The childminder uses planned activities to help children see the difference between 'big' and 'small'. She gets involved in their building games to count how many stacking cups they have used in their tower. Children join in with some numbers and then giggle in delight when it is knocked over. n The childminder has used training to help her to identify how children learn in different ways. She provides children with toys that capture their fascination with putting things in and out of containers. During planned activities, children

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need to do better?

show high levels of concentration as they spoon oats between bowls and pour in water. However, other aspects of the activity are not as well matched to children's preferences and they do not concentrate so well. n Children love listening to the childminder read stories. She makes good use of her voice to help children engage with the words. Younger children use gestures and different sounds as they point at the pictures. The childminder watches and listens carefully so she can clearly repeat back their early words. She talks to them about the books they have read and as they play. Occasionally, children who are less confident find it difficult to answer the childminder's direct

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need to do better?

23 September 2019 questions and need a different approach to challenge their thinking. n Children hear lots of new words during the day. The childminder talks about what children are doing so they start to learn different words to describe items. She talks about how 'massive' the biggest bowl is and describes the oats as being 'sloppy' after the water is added. Children listen intently and demonstrate their vocabulary by, for example, pointing out the toy animals they know. n The childminder has strong links with the local pre-school and primary school. She shares information with staff before children start, to help them understand children's personalities and individual needs. Regular discussions with pre-school staff help them work together to settle children when they first start. n Children enjoy outings in the local area and community. They benefit from regularly attending a music group at the library. Younger children relish learning

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need to do better?

outdoors. The childminder uses walks in the local woods to provide a new context for their learning. They count the pebbles they throw into the stream and listen to the rustling leaves that have fallen from the trees.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a strong understanding of how to recognise when a child might be at risk of harm. She regularly refreshes her knowledge of different safeguarding issues and is proactive about keeping up to date with local procedures. The childminder has a good understanding of the action she would take to protect children. Her procedures include information about how she would keep older children safe if they use the internet in her care.

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should:

n refine teaching strategies further so they very quickly respond to how different children learn. Especially consider how to sensitively challenge children who are less confident to talk about what they are doing n create even more opportunities for children to explore in their own way and build their concentration. In particular, more carefully plan the experiences where children can freely experiment with resources in many different ways.

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Setting details

Unique reference number EY550559 Local authority Rotherham Inspection number 10123422 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 14 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Harthill, Rotherham. She operates all year round from 7am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder described how she organises her setting and the changes she has made since she first registered. n The inspector observed the childminder and children during a planned activity. She evaluated the quality of teaching and learning with the childminder. n Parents provided written letters for the inspector about the service the childminder provides. She took account of their views. n The inspector looked at a range of documentation, including evidence of the suitability of persons living in the household. She also discussed the childminder's safeguarding procedure. n The inspector observed daily routines and viewed the areas of the house and garden the childminder uses.

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Inspection activities

23 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

23 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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