Childminder EY435109

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

p.1

The provision is good

Children are very happy and demonstrate that they feel safe in this bright, welcoming environment. Babies quickly develop a strong bond with the childminder and her assistant. Parents appreciate the flexible settling-in procedure. They say that their children settle quickly and soon develop a sense of belonging in this 'extended family'. The childminder follows the care routines babies enjoy at home. They snuggle in while they are having their bottle, and sleep when they need to. The childminder supports children's early communication skills highly effectively. Babies smile and respond with excitement to the experiences the childminder and her assistant provide. They delight in making different sounds with musical instruments, such as maracas and drums. The childminder shares nursery rhymes with parents so that they can sing with their children at home. Children are keen to share their learning with visitors. They show the inspector photographs of them

p.2

The provision is good

and their friends involved in a wide range of activities. These include water play and exploring in the woods. The childminder provides each child with a book bag, similar to those they will have in school. This contains storybooks that they can read at home with their parents. Parents greatly appreciate the help she gives them to continue children's learning.

p.2

need to do better?

n The childminder has high expectations for all children. She finds out their skills and abilities when they join her care. Overall, the childminder uses the information she gathers well to plan an exciting and stimulating curriculum. Older children engage well for long periods of time and are motivated to learn more. For example, they are keen to find out what happens when they mix paint to make different colours. n In general, planning focuses on children's next steps, and high-quality resources reflect their interests. They enjoy using building bricks to make 'cargo ships'. Children explain how their ship carries containers and vehicles. The assistant helps them make connections to when they travelled by boat during their holiday. Occasionally, the childminder does not make the best use of children's interests and next steps to help them make exceptional progress. n Children are motivated and show high levels of concentration and perseverance.

p.2

need to do better?

Mathematics is promoted particularly well through play and daily routines. Babies soon begin to understand 'one, two, three'. Older children begin to count past 10. Children's critical-thinking and problem-solving skills are supported well through play. For instance, children work out how shapes, such as triangles and semicircles, can be used to make towers. The assistant encourages them to think about whether a triangle will balance on top of a curve. n The childminder and her assistant are excellent role models. Through stories and role play, they help children to understand the diverse world we live in and to

p.2

need to do better?

14 November 2019 respect other people. The childminder helps children to share, take turns and negotiate. Children learn right from wrong because the childminder promotes consistent boundaries. They begin to understand their feelings and how their actions can affect others. n The childminder supports children to develop a good understanding of their personal safety. For example, she encourages children to assess risks while they climb and run in the woods. They test their physical skills using large play equipment. The childminder teaches children good hygiene routines. This helps them to become independent, ready for the move on to school. n Parents are encouraged to share their views. Highly effective communication ensures they are fully included in their children's learning and development. Information about keeping children safe, such as online safety, is shared with parents. However, information is not consistently shared with other carers to

p.2

need to do better?

fully promote a shared approach to supporting children's progress. n The childminder and her assistant review their practice and complete regular training. They use their knowledge to improve the provision. Following a course in early writing for boys, the childminder now provides children with more opportunities to practise early writing outside. For example, they undertake large-scale painting using water, and make bark rubbings.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps her knowledge of guidance and legislation up to date. She and her assistant demonstrate a thorough understanding of how to protect children in their care. They can identify signs of abuse and have a good knowledge of wider child protection issues. The childminder and her assistant know what to do if they have a concern about a child or an adult. They conduct effective risk assessments to ensure children are cared for in a safe and secure environment.

p.3

should:

n use children's interests more effectively to enrich learning experiences and support children to progress even further n share more information about children's development and learning with other carers, to fully support a shared approach to promoting children's progress.

p.3

Setting details

Unique reference number EY435109 Local authority Rotherham Inspection number 10071870 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 11 Total number of places 12 Number of children on roll 13 Date of previous inspection 2 September 2015

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Wickersley, Rotherham. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She works with an assistant.

p.4

Inspection activities

n The childminder gave the inspector a tour of the setting. She explained how the setting is organised to support the curriculum and promote children's play and learning. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder and her assistant. She looked at relevant documentation and evidence of the suitability of persons living in the household. n Children spoke to the inspector throughout the inspection, and the inspector took account of the views of parents through written feedback provided.

p.4

Inspection activities

14 November 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.

p.4

Inspection activities

14 November 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6