Childminder in Rotherham

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 enjoy a welcoming, warm and homely environment. They develop secure attachments with the kind, caring and considerate childminder and benefit from attending the setting. Children seek out the childminder for affection and enjoy cuddles with her.

p.2

The provision is good

The childminder has high expectations for all children. She provides a wide range of learning experiences that help children to develop across a broad curriculum. The childminder incorporates children's interests into activities and makes them exciting and fun.

p.2

The provision is good

Children have positive attitudes to learning. They persist at activities of their own choosing for extended periods of time and show pride in their achievements. For example, children enjoy repeatedly pushing trains along a track. They say, 'Ready, steady, go' each time they reach a bridge. They giggle with delight as they watch trains move faster and crash into each other.

p.2

The provision is good

Children are well behaved and polite. They listen carefully to the childminder and are aware of the rules and boundaries in place. Children play cooperatively together and share resources well. They are sociable and enjoy each other's company.

p.2

need to do better?

n The childminder takes time to settle new children into the setting so that they feel safe and secure. She works with parents to find out a range of information about children before they start. The childminder asks parents about children's routines, background information, what they like and dislike, and what they know and can do. She uses this information to inform the learning experiences she provides. n The childminder frequently observes children as they play and assesses what they understand, know and can do. She plans a variety of activities to enhance children's learning in order to develop their knowledge and skills further. The childminder interacts positively with children and plays alongside them. For example, during a play-dough activity the childminder models how to use the dough and encourages children to have a go. Children develop new approaches to play and learning as they test out different ways to do things.

p.2

need to do better?

n The childminder plans activities based around what children are interested in at home and in the setting. She follows children's lead and provides activities that inspire children's curiosity, awe and wonder. Children are independent and lead their own play. They choose where to play and how to use the wide range of resources on offer.

p.2

need to do better?

15 November 2019 n The childminder talks to children constantly and supports their communication and language development well. She uses simple sentences, models language, introduces new words and asks questions. However, at times, the childminder does not give children the time they need to think about and respond to what she has asked. n Routine activities, such as mealtimes, are social occasions used to promote children's learning and development. The childminder chats to children about their day, what they have for lunch and the need for a healthy diet. The childminder has a healthy eating policy. She works closely with parents who provide a range of healthy packed lunches for their children. n Children spend plenty of time outdoors and have opportunities to be active on a daily basis. Children learn about nature and the world around them through the wide range of experiences the childminder provides. They enjoy various outings

p.2

need to do better?

in the local environment and learn about different animals and people. Children frequently visit local parks, forests and farms. n The childminder is passionate and experienced. She keeps her knowledge up to date through completing regular training. She brings what she has learned into the setting to extend the experiences she provides for children. For example, following training about outdoor play, the childminder has introduced more outdoor learning opportunities for children. Although the childminder reflects on her practice, she does not consistently seek the views of parents to help her to identify areas for development. Self-evaluation is not sharply focused enough to identify specific areas for improvement in the provision as a whole.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n give children sufficient time to think and respond to questions and prompts to develop their thinking and communication skills further n enhance the processes of self-evaluation to gather parents' views in order to gain a wider appreciation of strengths and areas for development.

p.3

Setting details

Unique reference number 302895 Local authority Rotherham Inspection number 10106024 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 8 Total number of places 6 Number of children on roll 9 Date of previous inspection 16 June 2014

p.4

Information about this early years setting

The childminder registered in 1994 and lives in Thorpe Hesley near Rotherham. She operates all year round from 7.15am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has a relevant level 3 qualification in childcare. She provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

Inspection activities

15 November 2019 15 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.4

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