Caudwell, Louise

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 thrive in the warm and welcoming learning environment. The childminder provides a bright and stimulating space for children to play and explore. They have lots of opportunities to choose their own favourite toys and follow their interests. Children have strong relationships with the childminder and her co-childminder. They are confident learners who happily ask for help and seek reassurance if they need it. The childminder has high expectations of children's behaviour. She encourages children to use good manners and skilfully helps them to share.

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The provision is good

Children are keen and get engrossed in their learning. The childminder gets involved in children's play. She asks questions that challenge children to use their language to describe the toys. However, she sometimes asks too many questions. Children love singing songs and the childminder helps babies join in with the actions. The childminder works closely with her co-childminder to review the activities and resources they provide for children. However, she has not made the most of opportunities to incisively evaluate her interactions with children.

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need to do better?

n Children benefit from a wide range of learning experiences. The childminder organises opportunities for them to meet police officers and find out what is inside a patrol car. She provides dressing-up clothes and toy police figures so children can play with resources related to what they have learned. Toys and resources help children to become familiar with different cultures beyond their own community. n The childminder works in partnership with parents. She regularly gathers information from them about what children have been doing at home. The childminder knows children's families very well and talks to children about their brothers and sisters. Children enjoy telling her about the different cars their parents have. n Children have lots of different opportunities to develop their physical skills. The childminder has provided new toys outside that challenge them to learn to balance. Children have opportunities to experiment with making marks in

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need to do better?

different ways. They start to give meaning to the pictures they draw with crayons and use big movements to draw with chalk outside. n The childminder continually evaluates how she supports children's learning. Since her last inspection, she has provided even more opportunities for children to become curious about how things work. Children get deeply engrossed in experimenting with different switches, latches and fastenings attached to a board. They must use their fingers and hands carefully to fit pieces together and connect different parts. n Babies have lots of time to explore and lead their own play. They enjoy filling

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need to do better?

18 October 2019 and emptying baskets and moving toys from one place to another. The childminder is always ready to reinforce their early language skills. She listens carefully and joins in when they start to sing familiar songs. n The childminder knows children well. She is very experienced and uses her knowledge of child development to help her check children's progress. The childminder works closely with her co-childminder to identify what children need to learn next and plan interesting activities. Together, they reflect on how children respond to different resources. However, the childminder has not extended this evaluation to help her further improve the quality of her teaching to the very highest level. n Children enjoy playing with the childminder and using their language in imaginative games. They like to role play and talk to the childminder about what she would like in her pretend cup of tea. The childminder clearly repeats new

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need to do better?

words they say and asks them questions to help extend their play. However, sometimes, the questions are not highly effective in supporting children's own thinking.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder uses training to keep her knowledge of local safeguarding procedures up to date. She has a good understanding of how to recognise and respond to concerns about children's welfare. The childminder has excellent partnerships with parents that help her to support them when they have any questions or concerns. She understands the procedures she must follow if someone made an allegation against her or her co-childminder.

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should:

n give children even more time to think and talk before asking further questions n make the most of incisive evaluation of interactions with children to further improve the quality of teaching.

p.3

Setting details

Unique reference number 302939 Local authority Rotherham Inspection number 10072777 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 February 2016

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Information about this early years setting

The childminder registered in 1999 and lives in Whiston, Rotherham. She operates all year round from 7.30am to 6pm, Monday to Thursday, and from 7.30am to 5pm on Friday, except for bank holidays and family 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. She works with another childminder.

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Inspection activities

n The childminder described to the inspector how she organises the learning environment and plans for children's learning. n The inspector observed the childminder and children playing together. She evaluated the quality of teaching with the childminder and discussed her professional development. n The inspector looked at a range of documentation, including evidence of the suitability of persons living and working on the premises. She also discussed the childminder's safeguarding procedures. n Parents provided written letters about the service the childminder provides. The inspector took their views into account. She spoke to children during the inspection. n The inspector observed daily routines and viewed the areas of the premises used for childminding.

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Inspection activities

18 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

18 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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