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 Not applicable

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The provision is good

Children thrive in the welcoming environment the childminder provides. Strong attachments with the childminder make children feel safe and help them to become confident learners. Children are very busy during their time with the childminder and are continually challenged by the carefully planned activities and resources. The childminder creates a sense of excitement that entices children to come and explore materials with her. Sometimes, the childminder's enthusiasm means she does not give children enough time to investigate resources for themselves.

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The provision is good

Children are very happy to lead their own play and join in activities with the childminder. They enjoy singing their favourite songs and learning the different actions. Children understand what is expected of them and they cooperate with simple routines. They learn to climb stairs carefully and like to help the childminder to tidy up. The childminder continually reflects on the resources and opportunities she offers children. For example, she has added food packaging that contains text from children's home languages to role-play toys. Outdoor play opportunities are regularly reviewed to check they meet children's needs. However, the childminder has not made really good use of highly focused professional development to extend children's learning even further.

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need to do better?

n The childminder knows children very well. She carefully checks what they can do and identifies precisely what they need to learn next. Resources are carefully chosen to challenge children's learning through a variety of different experiences. They enjoy playing with familiar toys and everyday objects. For example, older children use their imagination to turn golden fabric into cloaks and princess dresses. n Children who are learning to talk, enjoy experimenting with different sounds and early words. The childminder is very attentive and values children's attempts to communicate. She carefully repeats their words every time and adds new words for them to learn. The childminder is always describing what children are doing to help build their vocabulary. n The childminder creates meaningful opportunities for children to learn about differences in people. Together, they follow the progress of a puppy that is

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need to do better?

training to be a guide dog for the blind. They think about what it would be like to not be able to see. Children share what they enjoy doing at home and talk about the different countries they have visited. n Parents receive a wide range of information about their children's learning. The childminder has adapted how she communicates with parents to make sure there is a two-way flow of information. Parents are well informed about their children's daily routines and the different activities on offer. The childminder

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need to do better?

8 October 2019 successfully gathers the views of parents to help her evaluate her setting. n Children relish opportunities to explore materials from the world around them. They use their senses to smell and feel conkers, dried orange slices and pine cones. Children immediately have their own ideas and experiment with pushing these objects into soft dough. Occasionally, the childminder is too quick to start describing an object before children have finished exploring it for themselves. n Children refine and practise their physical skills as they play with toys they have chosen. They show considerable determination to keep trying as they thread string through cotton reels. The childminder helps them think about what they are doing and what they could try next. n The childminder has close links with other settings children attend and the local school. She shares detailed information about children's progress to help staff

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need to do better?

get to know children quickly. Ongoing discussions with teachers about what children are learning enables the childminder to further support their development in her setting. n The childminder continually evaluates her provision and is proactive in seeking support from the local authority. She has completed the training necessary to keep up to date with new guidance and initiatives. However, her professional development has not been carefully targeted so that it is highly responsive to the changing needs of children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has used training to deepen her knowledge of a wide range of safeguarding issues and how to recognise them. She has a very clear understanding of how to respond to concerns about children and how to work in partnership with other agencies. The childminder carefully risk assesses her environment to make sure it is safe for children to play in freely. She implements systems to carefully check visitors to her setting and knows what to do in the event of an allegation being made against her.

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should:

n give children even more time to develop their curiosity and to lead their own explorations before involving them in discussion n implement more highly focused professional development to target specific areas for improvement.

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Setting details

Unique reference number EY545412 Local authority Doncaster Inspection number 10094992 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 13 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Conisbrough, Doncaster. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3. She 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 An observation of an activity was completed by the inspector and evaluated with the childminder. 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 observed daily routines and viewed the areas of the house and garden the childminder uses. n Parents provided written letters about the childminder's service. The inspector took their views into account. She spoke to children during the inspection.

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Inspection activities

8 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

8 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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