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 Outstanding

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The provision is good

The children are very happy and safe in the warm and welcoming environment. The childminder provides an array of stimulating and exciting resources to spark children's interests. She has expanded on her outdoor play provision to increase children's enthusiasm to explore. Children are engrossed in the activities on offer. They get the encouragement they need to build on their individual interests and make good developmental progress. The childminder has very high expectations for every child. She accurately pitches activities to ensure all children can move on in their development.

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The provision is good

Children are extremely well behaved and caring towards their friends. They play well together and excitedly access the range of activities, inviting their friends to join in too. The childminder acts as a very positive role model. She is kind and respectful towards the children. She gives them lots of praise, which contributes to their self-esteem. The childminder has excellent arrangements for enabling children to settle and feel secure. She knows the children very well and anticipates their needs. The children look at photo books of their families and familiar figures in their lives. This enables them to make secure attachments and supports their emotional well-being.

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need to do better?

n The curriculum is well thought out. It is continuously assessed and evaluated. As a result, ongoing changes are made to the environment and resources, and these ultimately benefit the children. n Children lead the activities, building on their interests. They invite the childminder to join in with their play. The childminder uses skilful teaching to ensure any gaps in children's learning are identified and ensures appropriate activities address them. n Children use an array of mathematical language in their play. They are able to sort and compare sizes of the balls in the garden as they roll them down the pipes. The childminder encourages them to use positional language, increasing their early mathematical awareness. n The childminder extends children's vocabulary through purposeful conversation. She asks meaningful questions to test children's understanding. For example, she talks to the children about the ice melting and what it feels like in their

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need to do better?

hands. The childminder, however, does not fully consider the impact that dummies have on very young children's language development and remove them when not needed. n Children are very well behaved. The childminder reminds children not to climb up the slide the wrong way or wave toys around near other children. She does not, however, consistently give children reasons for taking particular action and

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need to do better?

30 January 2020 does not build on their understanding fully. n Children relish playing outdoors, where they have many opportunities to develop their physical skills. They can skilfully climb the steps to the slide and drive around in the cars. n Partnerships with parents are extremely positive. The childminder and parents have a daily exchange of information regarding children's care and well-being. Parents compliment the kind and patient nature of the childminder and the range of activities provided. n The childminder critically evaluates her provision. She reflects on her practice and the impact of any training she completes. She continuously identifies opportunities to improve her practice further. This means children benefit immensely. n The childminder encourages children's independence by supporting them to put on their own shoes and coats and wash their hands. However, this is not routinely promoted in all activities. For example, at lunchtime, children are not

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need to do better?

assisted with pouring their own drinks and are not reminded to wipe their noses. n The childminder gives children clear and consistent messages about our diverse society. They talk about differences and uniqueness and treating people equally. Children are given experiences to understand how different people live. For instance, the childminder offers the children opportunities to try food from different cultures. n Children are prepared well for the next stage in their learning and the transition to school. The childminder has good links with local schools, which enables her to understand what children are required to do in preparation. This means children are physically and emotionally ready.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of the various types and signs of abuse, and how to keep children safe from extreme views and behaviours. She participates in relevant child protection training and has a secure understanding of what to do if she is concerned about a child's welfare. The childminder teaches children how to manage risks safely and with skill, and ensures the premises are secure at all times.

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should:

n monitor the use of dummies with young children and the impact on developing speech and language n promote children's independence even further in everyday activities, such as nose wiping

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should:

30 January 2020 n help children to be aware of why we do things, giving explanations to help them make sense of our actions.

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Setting details

Unique reference number EY376255 Local authority Rotherham Inspection number 10117449 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 9 Total number of places 5 Number of children on roll 8 Date of previous inspection 24 March 2014

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Information about this early years setting

The childminder registered in 2008 and lives in Laughton Common, Sheffield. She operates Monday to Friday all year round from 7.30am to 5.30pm, except for bank holidays and family holidays. She is in receipt of funding to provide free early education for children age two, three and four years. She works occasionally with assistants. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The inspector held discussions with the childminder and looked at relevant documentation, including checking evidence of the suitability of the childminder and household members. n The inspector viewed areas of the home that were used for childminding. n The inspector viewed some policies and procedures and records of individual children. n The inspector took account of the views of parents who provided written feedback. n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.

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Inspection activities

30 January 2020 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

30 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

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