Childminder in Doncaster

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are happy and enjoy their time in the setting. They have secure attachments with the childminder, who creates creates a warm, welcoming and homely environment for them to explore. Children confidently move around the childminder's home and choose what they would like to do from the exciting and stimulating activities on offer. They develop positive attitudes towards learning and are engaged and motivated during activities. The childminder has high expectations for all children, overall. She plans the environment to cover all areas of the curriculum. The childminder applies her knowledge of what children can do to further develop their learning. She uses children's interests as a starting point when planning activities. For example, the childminder plans activities around 'Goldilocks and the Three Bears', providing a wide range of activities for children to investigate. Children delight in listening to the story. The childminder is lively and

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The provision is good

animated as she reads. She brings the story to life and captures children's attention. Children join in with the parts of the story they are familiar with. They move on to explore a sensory activity with porridge oats and water. They stir the ingredients together and are engrossed scooping the mixture from one container to another as they explore size. Children share resources well and enjoy each other's company.

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need to do better?

n The childminder gets to know the children in her care and what makes them unique. She spends time settling children into the setting and finds out a range of information from parents before children are left in her care. For instance, the childminder asks about children's background, routines, interests and what they can do. She uses this information to help children to settle and to inform the activities that she plans. n The childminder observes children as they play and assess their learning and development to see what they know, understand and can do. She uses this information to plan activities and experiences which help children to progress. The childminder identifies any gaps in children's learning quickly and plans activities which help to close these swiftly. n Children's mathematical development is supported well. The childminder introduces concepts such as size, shape, numbers, counting and capacity into

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need to do better?

activities and everyday experiences. For example, children sort coloured bears into sets and count how many they have. The childminder skilfully adapts the activity so that all children are suitably challenged. n Children's physical development is successfully prompted. Children have access to fresh air daily and enjoy playing in the childminder's garden. They engage in various activities, such as kicking balls, exploring water and pretending to cook in the mud kitchen. However, at times, the childminder is quick to tell children

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need to do better?

6 February 2020 what to do and does not consistently allow them to test out their own thoughts and ideas fully as they play. n The childminder plans outings and experiences for children which enhance their learning and development. Children enjoy weekly visits to playgroup and attend a music and movement class where they develop their imagination and physical skills. n Children's independence is promoted well and they develop skills they will need for the future. They serve their own vegetables at snack time and spread cheese onto crackers. The childminder chats to children and uses the experience as an opportunity to support their learning and understanding of healthy eating. n Overall, children behave well and are polite. However, some strategies, such as timers, are not always used well enough to help children understand the boundaries. n Partnerships with parents are strong. The childminder keeps them informed

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need to do better?

about their children's day and what they are learning in a range of ways. For instance, she uses a daily diary, gives plenty of feedback and regularly sends parents photographs of children engaged in activities throughout the day. n The childminder is experienced. She keeps her skills and knowledge up to date through attending regular training and update sessions. She reflects on her setting and the activities she provides for children. She asks parents for feedback to help her to drive forward improvements. The childminder has plans in place to develop her learning further in the future.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has effective strategies in place to keep children safe. She regularly risk assesses her environment and minimises any potential hazards, and teaches children about being safe in her home and on outings. The childminder keeps her safeguarding knowledge up to date. She is aware of what signs and symptoms might indicate a child is at risk of harm. The childminder knows the correct procedures to follow and who to contact should she have any concerns about child's safety or welfare.

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should:

n allow children more opportunities to test out their own thoughts and ideas as they play, to extend their problem-solving skills n apply behaviour management strategies consistently to help children to understand the rules and boundaries in place.

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Setting details

Unique reference number EY552953 Local authority Doncaster Inspection number 10143613 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 10 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Doncaster. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an early years qualification at level 4.

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Inspection activities

n The inspector and the childminder completed a learning walk to understand how the early years provision and the curriculum are organised. n The inspector held a number of discussions with the childminder throughout the inspection. She looked at a sample of documentation, including evidence of the suitability of persons living in the household. n A joint evaluation of an activity was completed by the inspector and the childminder. n Parents' views were considered through written feedback provided. n The inspector spoke to and interacted with children during the inspection.

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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

6 February 2020 6 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

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