King, Alison

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children are extremely relaxed and very comfortable with each other. They are exceptionally well behaved, polite and caring towards their peers. This shows that they clearly understand and respect the rules of the setting. Children learning through play has the utmost priority in this setting. Children have an excellent range of activities and play opportunities to choose from.

p.2

The provision is outstanding

Children have a real love of stories and are mesmerised when the childminder adapts her voice to represent different characters. Children have excellent listening and understanding skills. One way they demonstrate this is how quickly they respond to questions about the story. They are very eager to contribute their thoughts on what happens next and retell the story in their own words. There is a sense of amusement as they copy the childminder and adapt their voice to represent the characters they are playing.

p.2

The provision is outstanding

Children love to be outside where there are lots of physical challenges for them. For example, they show how proficient they are at controlling their movements. They climb and jump across stepping stones and control their body weight with a balancing rope as they walk sideways along a narrow ledge.

p.2

need to do better?

n The childminder has a strong commitment to children's education. The excellent partnerships between the childminder and other settings children attend fully support the individual needs of children being cared for. The information they exchange helps her to specifically identify how she can complement what children are learning elsewhere. n The childminder is fully committed to supporting children with special educational needs and/or disabilities. She has a long-established working relationship with a wide range of early years specialists. The childminder has also attended specific training to further her understanding of the process and procedures involved in gaining the vital support families and their children need. n The childminder is a very enthusiastic teacher and is expert in engaging and motivating children. She knows exactly what children are interested in and what they are capable of. The childminder makes excellent use of this knowledge to

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need to do better?

plan activities that help children to make the swiftest progress they can. n Children show real excitement as they put on their shoes and coats to go outside. The childminder brings their attention to how strong the wind is and suggests that maybe it is a good idea to blow some bubbles. Children are intrigued at how the bubbles move in the wind and how high they go. They explore the stickiness on their hands left by the bubbles and describe how it feels.

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need to do better?

21 February 2020 n Children show deep levels of concentration. They get so much encouragement and support that they are determined to succeed at what they are doing. n The childminder shows a genuine interest in what children do and continues to challenge them. She asks them questions about the layout, shape and size of a track they are making, which they confidently answer. The childminder selects a piece that is not straight and has more than one curve. She shows confusion and wonders out loud what shape it is. Children describe it as 'wiggly' and use their fingers to draw a wiggly line. The childminder tells them that 'wiggly' is a very clever word to describe it. n The childminder brings in early counting and offers children ways to help them count more accurately. For example, she suggests that they use their 'pointing finger' to count and when they get it wrong to try again. Children's smiles show

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need to do better?

how pleased they are when they count correctly. n The childminder takes time to explain how magnets work when children do not understand why magnified items will not connect. This helps children understand which pieces will connect and they successfully join train carriages together. n Parents write that it was the right decision keeping their child at the setting. They say that their child's knowledge and understanding of letters, shapes and numbers is beyond their peers.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder gives safeguarding the utmost priority. She is extremely confident when discussing a wide range of safeguarding and child protection issues. The childminder confidently answers questions about the different types of abuse and possible signs and symptoms. She knows what to do if she feels a child is at risk of harm or abuse. This includes protecting them from wider risks, such as radicalisation, female genital mutilation and grooming. The childminder keeps her home secure so that no-one can enter or leave without her knowledge. This helps to keep children safe.

p.3

Setting details

Unique reference number EY224437 Local authority Doncaster Inspection number 10117331 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 11 Total number of places 6 Number of children on roll 11 Date of previous inspection 12 March 2015

p.4

Information about this early years setting

The childminder registered in 2002 and lives in Balby, Doncaster. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a relevant qualification at level 4. She provides funded early education for three- and four-year-old children.

p.4

Inspection activities

n The inspector observed and listened to the interactions between the childminder and the children. She assessed the quality of teaching and learning and discussed her findings with the childminder. n The inspector spoke to the childminder about safeguarding, child protection and children's safety. n The childminder showed the inspector around the areas used by children. The childminder talked about the different learning opportunities that she provides for children. n The inspector looked at relevant documentation, such as children's records and training certificates. n The inspector spoke to children and read written statements from parents to gain their view of the care and education the childminder provides.

p.4

Inspection activities

21 February 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

21 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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