Childminder in Sheffield

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

Children are confident and feel settled in the childminder's care. They enjoy cuddles and reassurance as they awake from a sleep, which helps them to feel safe and well cared for. Children's communication and language skills develop as the childminder continually chats to them as they play. They also benefit from listening to stories and singing lots of rhymes and songs. Children enjoy playing imaginatively with the small-world play characters and animals. As children line the animals up, the childminder skilfully encourages them to count how many there are. When playing with the bricks, children are encouraged to identify the different colours they are using to build their tower. Children's learning becomes purposeful as the childminder successfully engages them to build on their prior knowledge and skills.

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The provision is good

Children's social skills are developing well as the childminder takes them to various local groups. This provides children with opportunities to interact and become familiar with larger groups of children, preparing them well for their eventual move on to school. Children are supported to learn to respect and value themselves and those around them through the interesting activities and events the childminder plans. Children's individual backgrounds and beliefs are celebrated, as are those of the childminder, which helps to broaden all children's knowledge and experiences.

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need to do better?

n Children are at ease in the childminder's care. They enjoy playing in a warm and welcoming playroom. The childminder stores additional resources in the conservatory, providing children with a wider range of play resources to meet their individual needs. A separate room is set up for children when they require a sleep, enabling them to rest in a peaceful area. n Children confidently make their needs known as they request the toys and resources they wish to play with. The childminder follows children's lead, engaging in their chosen play experiences. This ensures children are challenged and moving forward in their learning and development. For example, as children play with their chosen toys, the childminder skilfully introduces them to the concept of size. Children are encouraged to find the biggest and then the smallest toy, which they do successfully. n Children's good health is promoted through the provision of healthy snacks,

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need to do better?

regular walks and outdoor play. Trips to the park provide children with access to a wider range of large-scale physical play equipment. This helps them to develop their balance, coordination and climbing skills. Children explore and investigate when they visit the woods. The childminder explains how children love to jump in puddles and collect leaves to make collages. Planned outings to places of interest, such as the alpaca farm and zoo, provide children with real-life

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need to do better?

7 February 2020 opportunities which further broaden their experiences. n Children are encouraged to learn to listen and to hold simple conversations with the childminder as they play. The childminder asks questions to extend children's learning experiences. However, when children encounter difficulties, the childminder does not allow them enough time to think about how to solve their own problems. For example, when building a tower out of bricks, a child identifies that the bricks are not fitting together. The childminder advises that this is because the bricks are different sizes. As children proceed to build their tower, she immediately advises them that they will need to build a secure base, so the tower will not topple down. The childminder does not allow children enough time to think about the problems they face or to find their own solutions. n The childminder encourages children to learn good manners. She takes them on

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need to do better?

outings to cafes and shops, providing them with opportunities to learn how to behave and act in different social situations. Children's good behaviour is promoted through praise and encouragement. The childminder is consistent in her approach when managing children's behaviour. She sets clear rules and boundaries, which the children learn to respect and adhere to. n The childminder works closely with parents and other early years settings children attend. Clear information is shared and exchanged to ensure children's individual needs are met and their learning is continually promoted.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder continually risk assesses all areas and resources, to ensure children remain safe and secure. Children are always fully supervised, especially when they come into contact with the childminder's dogs. The childminder supports children to learn how to stay safe, including how to safely behave around her dogs. She is knowledgeable about the possible indicators of abuse and is aware of the referral procedures to follow should she have any concerns about a child in her care. The childminder has held discussions with older, school-age children about keeping safe when accessing digital technology and the internet. However, she has not explored this with the younger children.

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should:

n help children to learn how to safely use the internet and digital technology n help children to think through any problems they face while playing and provide them with enough time to find their own solutions.

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Setting details

Unique reference number EY431704 Local authority Sheffield Inspection number 10071902 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 12 Total number of places 6 Number of children on roll 10 Date of previous inspection 20 August 2015

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Information about this early years setting

The childminder registered in 2010 and lives in Stannington, Sheffield. She operates all year round from 7am to 6pm, Monday to Thursday, except bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The childminder explained to the inspector how she organises the home and supports children's learning and development. Areas used for childminding were seen by the inspector during the inspection visit. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector and the childminder evaluated the quality of teaching and children's learning during an activity. n A range of documents were sampled during the inspection, including training and insurance certificates.

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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

7 February 2020 7 February 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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