Childminder EY538769

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 arrive after school with the childminder and enter the setting happily and with confidence. They are greeted warmly by the assistant and introduced to the inspector. They say hello and are happy to answer questions about their name and their day at school. Children make their way to the playroom where they decide what they want to do. The childminder has high expectations of all children and remains nearby to provide support and encouragement. When older children comment that the jigsaw they have chosen is a bit difficult, she goes over to help. The childminder explains they need to find all the pieces with one straight edge and four pieces with two straight edges to make the frame. Children are well behaved and friendly towards others. They are relaxed and feel safe. All children have a lovely rapport with the childminder and her assistant. Children have a good relationship with each other and there are strong friendships between them.

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The provision is good

Children play with trains and a track. The childminder supports their interest and imagination. After successfully finding out how to join the train carriages together, children decide they want a bridge. The childminder asks them what they can use. This encourages them to look around and think for themselves.

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need to do better?

n Parents comment that their children are like a member of the childminder's family. They are always happy to be there, they are well fed and love the breakfast and dinner the childminder provides. They also say that the childminder is very flexible and has helped them through some challenging times. n The childminder explains how she plans and organises her educational programmes around what children like to do. This helps her to ensure that children continue to make good progress and enjoy their learning. n The childminder knows what children's capabilities are. She makes good use of questions and prompts to challenge them. This helps children to continue to build on what they already know. n The childminder helps children to develop the skills they need to socialise and develop new friendships through life. For example, she encourages children to invite a friend to join them in play, and takes them to local groups to meet

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need to do better?

different children. n The childminder plans small-group activities where children need to be patient and wait their turn. For example, they take turns to guess what is inside a box by using only their hands. n The childminder has regular discussions with parents about their children's progress and what they need to learn next. She is successful at helping parents to share information about their children's progress at home. n The childminder makes sure that parents know what skills she is helping their

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need to do better?

17 January 2020 children to develop. She provides them with ideas and resources to help them to continue with what children are learning with her. n The childminder and her assistant teach children the importance of good hygiene practice and ensure it is a part of their daily routine. For example, children wash and dry their hands after going to the toilet and before their meals. They are provided individual towels and this helps to reduce the risk of cross-infection. n Following her last inspection, the childminder has made improvements in the detail she notes in accident and medication records. She has developed her knowledge of how to assess children's progress and plan for what they need to learn next. n The childminder provides opportunities for parents and children to offer their opinion on the quality of care and education she provides. This helps her to make sure that she continues to provide what parents have come to expect of

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need to do better?

her. n The childminder has not fully considered ways she can support her assistant to enhance their skills even further. n The childminder has largely focused the professional development of her and her assistant on mandatory requirements. This means that there is very little focus on how they can improve the quality of teaching so that children make more rapid progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant know what to do if they feel a child is at risk of abuse or neglect. They are aware of different types of abuse and possible signs and symptoms. The childminder understands the requirements that she must meet to ensure a person is suitable to work with children. For example, informing Ofsted, obtaining references and checking the information they provide about their qualifications and experience. The childminder completes regular checks of her home, resources and equipment that children use. She makes sure that the home is secure and no unauthorised person can enter or leave the premises unnoticed. This helps to keep children safe.

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should:

n explore further professional development opportunities that focus more precisely on raising the quality of teaching and children's learning n find even more ways to support assistants through supervision and appraisals, to continue developing their already good practice for the benefit of children.

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Setting details

Unique reference number EY538769 Local authority Rotherham Inspection number 10102131 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 2 to 9 Total number of places 6 Number of children on roll 14 Date of previous inspection 25 March 2019

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Information about this early years setting

The childminder registered in 2016 and lives in North Anston, near Sheffield. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays, Christmas and family holidays. The childminder works with an assistant.

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Inspection activities

n The inspector observed the quality of teaching and learning, and assessed the impact this has on children's learning. n The inspector observed a planned activity with the childminder. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector looked at children's records and a range of other documents, including qualification certificates and suitability checks. n The inspector took account of parents' views.

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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

17 January 2020 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

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

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