Childminder 317813

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 in the warm and welcoming environment that the childminder creates. They form secure attachments with her and her assistant. Children confidently lead their own play and older children play with their peers well. Toddlers delight in repeating their favourite games with the childminder. There are lots of toys and resources for children to choose from. However, sometimes, they are not precisely matched to provide the very best support for children's next steps in development.

p.2

The provision is good

The childminder has high expectations of what children can do for themselves. Older children arriving at her house after nursery get themselves changed and wash their hands ready for lunch. They have excellent manners when they answer questions about what they would like to eat. Children are keen to get involved in activities and listen carefully to instructions. Older children concentrate well and babies enjoy exploring new textures and materials.

p.2

The provision is good

Children are kept safe and the childminder regularly reviews all her procedures. She has made good use of training to refresh her knowledge and develop her assistant's practice. The childminder has introduced new plants to her garden to extend children's experiences of growing fruits and vegetables.

p.2

need to do better?

n Children listen carefully and quickly learn new words. They relish using their new words to communicate. For example, toddlers recite some numbers when they build a tower with stacking cups. The childminder clearly repeats children's early words and talks about what they are doing. She introduces lots of challenging new vocabulary as toddlers play with toy cement mixers and fire engines. n The childminder works closely with parents to make sure that she has a full understanding of children's development. Parents share what their children can do at home and they discuss children's care routines. The childminder provides information in several different ways so parents can see the activities children do. Parents are very pleased with the care that the childminder provides and the progress their children make. n Children are challenged as they play. The childminder makes good use of her interactions with them to capture their interests. She plays alongside toddlers,

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need to do better?

showing them how to build towers. They like to do things themselves and the childminder gives them time to try balancing the stacking cups on top of each other. n The childminder knows children well and regularly checks what they can do. She identifies what they each need to learn next and plans opportunities to extend their development. Although she has a wide variety of resources, she is not

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need to do better?

21 November 2019 always meticulous in planning what to use. For example, toddlers find it difficult to extend their skills and learn to build towers with wooden bricks because the bricks are too small. n Children respond well to simple boundaries. The childminder explains the reasons for instructions and routines. For example, older children know that toddlers will take the first turn with stirring the icing because they do not know how to wait yet. The childminder talks gently to younger children to soothe and distract them when they do not want their nappy changed. n The childminder has a strong partnership with the local school and nursery that children also attend. She has opportunities to discuss with teachers any concerns about children and finds out what topics they are doing. Children are keen to answer her questions about what they have been doing at nursery in the morning. Her good questions challenge them to use their language skills to

p.2

need to do better?

recall and describe the story that the teacher had read to them. n The childminder has used training to strengthen her understanding of how to develop children's cultural awareness. She teaches children about a variety of festivals during the year. The childminder talks to children about how they are both similar and different from their friends. Children learn how other languages represent numbers using different symbols to those in English.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a good understanding of how to recognise concerns about a child's welfare. They both know how to respond if they see any signs that at child is at risk of harm. The childminder has attended a wide range of training to ensure that her knowledge of safeguarding is detailed and up to date. She knows what to do if an allegation is made against her, a member of her family or her assistant.

p.3

should:

n further develop a high-quality curriculum by meticulously planning resources and children's experiences so that they are carefully sequenced and build children's skills over time.

p.3

Setting details

Unique reference number 317813 Local authority Doncaster Inspection number 10072849 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 9 Total number of places 12 Number of children on roll 10 Date of previous inspection 11 February 2016

p.4

Information about this early years setting

The childminder registered in 2001 and lives in Warmsworth, Doncaster. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 4 and provides funded early education for two-, three- and four-year-old children. She works with an assistant.

p.4

Inspection activities

n The childminder discussed with the inspector how she organises her environment and how she decides what children need to learn next. n The inspector observed the childminder and her assistant playing with children. She evaluated the quality of teaching with the childminder. n Parents provided written feedback about the childminder. The inspector reviewed this and spoke to the childminder's assistant. 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.

p.4

Inspection activities

21 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.

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Inspection activities

21 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.

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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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