Jephcote, Billie

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children are happy in the childminder's care and have secure attachments with her. Babies seek out the childminder for comfort and affection. They enjoy cuddles and one-to-one time with her. Babies beam with delight as they sing familiar rhymes and simple songs. Children enjoy the homely environment that the childminder creates. The childminder is kind and caring, and interacts positively with children as she joins in with their play. She listens carefully and engages children in conversations about their interests and past experiences. This helps children to develop their communication and language skills.

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The provision is good

Children form close friendships and play cooperatively together. They are kind and considerate, and enjoy helping the childminder. Older children regularly check that babies are fine and offer them toys to play with. The childminder has high expectations for all children. She gets to know children's unique personalities well. She is attentive and meets children's needs promptly. The childminder observes children as they play and assesses their development. She plans a range of stimulating experiences that help children to develop positive attitudes to their play and learning.

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need to do better?

n The childminder is aware of what children know, understand and can do. She plans a range of activities and experiences to help children to develop across all areas of the curriculum. She uses children's interests as a starting point and extends these as children learn through play. Older children play at being hairdressers together. They use various brushes, combs, clips and styling tools as they try out different hairstyles. Children are confident and happily chat to each other as they play. They have good social and communication skills. n The childminder knows the children in her care well. She takes time to settle new children into the setting. The childminder finds out from parents what children are interested in and what they can already do. She uses this information to plan activities to support children's development as soon as they join the setting. n The childminder plays alongside children and extends their thinking and

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need to do better?

communication skills. She encourages children to test out their own ideas as they pretend to make soup in an autumn-themed sensory tray. Older children are engrossed in the activity and practise scooping, pouring, mixing, filling and emptying containers. They develop their small-muscle skills as they use different tools to make marks and enjoy investigating the resources on offer. Although teaching is good overall, some activities do not fully engage babies to promote their learning and development to the highest level. n Children are well behaved. They listen carefully to the childminder and enjoy the

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need to do better?

25 October 2019 responsibility of carrying out tasks. For example, children help to tidy away the resources they have been playing with in preparation for snack time. The childminder supports children to manage their feelings and behaviour appropriately. She encourages them to be kind to each other and reinforces positive behaviour. n Children learn about the world around them. They enjoy various outings with the childminder. Children regularly attend rhyme-time sessions and enjoy visits to the local park where they have picnics and feed the ducks. The childminder has identified that she would like to develop further opportunities for children to learn about different cultures and people beyond their own experiences. n Children's physical health is promoted well. They have access to outdoor play daily and enjoy a range of healthy foods as part of a nutritious diet. However, the childminder does not consistently support children to develop good hygiene

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need to do better?

practices and manage self-care routines. n The childminder keeps her knowledge up to date through attending regular training courses and sharing ideas and good practice with other professionals. She reflects on the setting and has made improvements since her previous inspection. n The childminder works in partnership with parents. She keeps parents informed about what children are doing and learning in the setting. The childminder completes a daily diary for babies and sends home regular photographs of older children engaged in various activities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has effective strategies in place to keep children safe. She regularly risk assesses her environment and minimises any potential hazards. The childminder teaches children about being safe in her home and on outings. She keeps her safeguarding knowledge up to date. The childminder is aware of what signs and symptoms might indicate a child is at risk of harm. She knows the correct procedures to follow and who to contact should she have any concerns about a child's welfare.

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should:

n provide more stimulating activities that help to fully engage babies and promote their learning even further n extend opportunities for children to develop an understanding of people from different communities n support children to consistently develop good hygiene practices and manage their self-care routines.

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Setting details

Unique reference number EY560756 Local authority Rotherham Inspection number 10094548 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 0 to 8 Total number of places 6 Number of children on roll 12 Date of previous inspection 29 January 2019

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Information about this early years setting

The childminder registered in 2018 and lives in Thrybergh, near Rotherham. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector and the childminder completed a learning walk to understand how the early years provision and the curriculum are organised. n The inspector held a number of discussions with the childminder throughout the inspection. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector looked at a sample of documentation, including evidence of the suitability of persons living in the household. n The inspector spoke to and interacted with children during the inspection.

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Inspection activities

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

25 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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