Childminder 302902

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

The childminder provides a bright and welcoming environment with displays of children's artwork throughout. Children enjoy a well-equipped playroom, where they can independently choose from a wide range of resources. They have access to a secure outdoor space with equipment that supports their physical development. Children go on trips to places of interest, such as the local country park, which enhances their learning experiences. The childminder promotes cooperative play well. She encourages children to be kind and considerate. The childminder plays games with children that support sharing and taking turns. They listen carefully to stories that help them to understand that it is not nice to be selfish. The childminder knows the children well and plans activities according to their interests. For instance, they enjoy role play where they dress their baby dolls and change their nappies. This helps children to prepare for the new baby that is

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The provision is good

soon to arrive in their home. The childminder has high expectations for all children and they make good progress from their starting points. Overall, the childminder's programme of activities is implemented well through good-quality teaching. The childminder is a positive role model for children. She provides clear explanations to support children's understanding of right and wrong, and they behave well.

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need to do better?

n The childminder has a good understanding of how children learn and develop. She completes regular observations and assessments of children's progress and shares these with parents. Together, they decide on children's next steps. For instance, they are helping children to use the toilet and to become independent in their self-care. n The childminder provides activities that reflect children's individual interests and encourage their imagination. For example, older children use a range of media and materials during arts and crafts. The childminder encourages them to share their ideas. The childminder does not fully consider how this kind of activity can support the learning of younger children. They have fewer opportunities to explore media and materials in their play. n The childminder promotes children's developing language skills well. She models single words and shows children how to pronounce them correctly. She uses

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need to do better?

everyday routines, such as snack time, to encourage speaking. For example, the youngest children are encouraged to ask for grapes, banana or an orange. The childminder helps older children to build their words into sentences. They also use made-up words. For example, children describe dripping glue onto paper as 'scribbing'. n Children are confident and make choices about their play. They choose favourite books to read, and listen intently. The childminder uses the opportunity to help children to recall their favourite songs. She also helps them to make links to

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need to do better?

11 December 2019 their home life. For example, children in the book travel by bus but they travelled this morning in the car. n The childminder promotes children's mathematical development effectively throughout their play. Children regularly use mathematical language, such as 'full' and 'empty'. Older children confidently count to higher numbers. They use language of shape and size confidently. For instance, they recognise that the lights on the caravan are circles and triangles. Children enjoy counting beats when they use pots and pans as drums. n The childminder promotes a healthy lifestyle. Robust hygiene procedures are in place and children know why they need to wash their hands. Children enjoy time playing in the fresh air. They put on their coats and shoes before going outside. They develop their physical skills by using scooters and bicycles. However, the childminder is not always perceptive to children's lines of enquiry during outdoor

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need to do better?

play. For instance, she overlooks the opportunity to show them the possibilities of playing with hula hoops. n The childminder reflects on her practice and identifies areas for further improvement. She is currently accessing further training to support children with autism spectrum disorder. She shares good practice with other childminders and accesses training to keep up to date.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has completed safeguarding training and has a good understanding of how to keep children safe. She has a good knowledge of the signs and symptoms of abuse and a secure understanding of wider safeguarding issues. The childminder knows the procedures to follow if she has a concern about a child. She helps children to understand how to keep themselves safe. For example, they learn about the dangers of talking to strangers online and how to cross the road safely.

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should:

n increase opportunities for younger children to explore different media and materials and build on their sensory awareness n be more perceptive to children's emerging lines of enquiry during play in the outdoor environment, to promote further investigation and expand on their ideas.

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Setting details

Unique reference number 302902 Local authority Rotherham Inspection number 10071155 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 13 Total number of places 6 Number of children on roll 13 Date of previous inspection 14 April 2015

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Information about this early years setting

The childminder registered in 1993 and lives in West Melton, Wath upon Dearne. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The childminder gave the inspector a tour of her premises. She explained how the environment is organised to support children's play and learning. n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n Children spoke to the inspector and were keen to share their learning throughout the inspection. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

11 December 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

11 December 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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