Childminder EY545111

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 feel confident and happy in the childminder's care. She works closely with parents to make sure she meets the needs of all the children and keeps them safe. The childminder's sensitive support enables all children to participate and succeed. She listens carefully to children, who are determined to find ways to communicate and show her what they need. Children are expected to manage some of their own needs during simple daily routines. They listen to instructions and behave well.

p.2

The provision is good

The childminder creates learning opportunities that interest children and make them curious about the world around them. They enjoy looking for bugs in the garden and excitedly tell the childminder about the spiders they have seen at home. Although the childminder shares in children's interests, sometimes her questions are too complicated for their level of understanding.

p.2

The provision is good

The childminder evaluates her provision and makes sure children have access to their favourite toys. She has identified some training in response to the needs of individual children. However, professional development has not had a clear focus on deepening her understanding of high-quality teaching strategies.

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need to do better?

n The childminder knows children well. She carefully checks their development over time to identify what they need to learn next. The childminder finds different ways to communicate with parents so they can discuss any areas of concern. Parents share information from other professionals to help the childminder understand children's different needs. n Interesting activities quickly capture children's attention and imagination. They are keen to explore what they can do with a tray of soil and can name some of the toy insects hidden in it. The childminder looks at books with children to help them remember the animals they found in the garden. Children hear lots of new words as she reads to them about the difference between slugs and snails. n The childminder listens and watches children carefully so she can understand what they are telling her. She repeats their words and phrases so they can hear them clearly. In the main, children are happy to answer her questions as they

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need to do better?

play. However, the childminder does not always carefully check what children know before asking more difficult questions. For example, younger children do not fully understand her questions about the life cycle of a frog. n Children are independent during daily routines and as they play. Older children confidently find ways to indicate to the childminder when they need the toilet. They all learn that they must wash their hands before they eat and tuck into fruit and vegetables at snack time. Children enjoy the challenge of cutting up their own banana and the childminder's sensitive support helps them all achieve.

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need to do better?

1 October 2019 n Children develop an interest in numbers. They count the spots on pictures of ladybirds and trace the shapes of numerals in books. The childminder supports all children to have a go at counting and praises their efforts. Children are prepared to try even if they find it difficult. n The childminder makes good use of the learning opportunities offered by regular outings into the local area. Play centres give children space to move around freely and challenge their physical skills. Other groups offer role-play games and the chance to explore different textures and materials. n The childminder builds strong partnerships with parents and the other settings children attend. She shares detailed information about children's progress. The childminder discusses children's specific needs with staff and provides teachers with information about children's development before they start school. n The childminder has used some training to help her understand the

p.2

need to do better?

requirements of children with special educational needs and/or disabilities. She shares her knowledge with her assistant to support him to develop his practice. The childminder has not made good use of professional development that is specifically aimed at strengthening her understanding of how to support learning in different ways.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder regularly refreshes her safeguarding training, which includes specific information about wider issues. Her assistant also attends training to keep his knowledge up to date. The childminder has a good understanding of how to recognise and respond to concerns about children's welfare. She takes prompt action to seek advice if she is worried about a child. The childminder understands the procedure to follow if someone makes an allegation against her or her assistant. She reviews her procedures and risk assessments to make sure children are safe in her care.

p.3

should:

n use a variety of teaching strategies to carefully check what children already know before moving on to more complicated ideas n make better use of professional development to further strengthen a deep understanding of how children learn.

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Setting details

Unique reference number EY545111 Local authority Rotherham Inspection number 10099606 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 10 Total number of places 12 Number of children on roll 15 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Thurcroft, Rotherham. She operates all year round, from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children.

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Inspection activities

n The inspector observed the childminder and children playing together. She evaluated the quality of teaching with the childminder. 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 and working with children. 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. n Parents provided written information about the service the childminder provides. The inspector took their views into account. She spoke to children during the inspection.

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Inspection activities

1 October 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

1 October 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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