Cox, Rachel Lindsey

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 very happy and safe in the childminder's care. Babies demonstrate this as they babble in delight as the childminder plays peekaboo with them. Children develop good relationships with the childminder and with other children. For example, they eagerly play with the childminder and help her to build the train track. They play with each other as they follow each other around her home on the ride-on trucks. Children learn how they can keep themselves safe. They understand that they need to tidy away the toys and resources to maintain a safe play space. The childminder has high expectations of children's learning overall. She works effectively with schools and other professionals. She uses this information, as well as her own observations, to identify what children need to learn next. She now needs to ensure that she builds on this further when supporting children's play and learning.

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The provision is good

Children behave well. The childminder has clear behavioural expectations, which she consistently reinforces. Children respond well when she reminds them of her expectations. For example, they remember to let others look at the book they are reading. Younger children wait patiently to turn the pages in a book, once she reminds them that she is still reading.

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need to do better?

n Children develop strong relationships with the childminder. For example, babies maintain eye contact with her and laugh and giggle as she bounces them on her knee. Older children snuggle up to the childminder for a story. n The childminder helps children to develop their independence. For example, they choose what they would like to play with and tidy up when reminded. Older children begin to manage their own personal hygiene. n Children behave well. Older children are very polite as they consistently remember to say 'please' and 'thank you'. The childminder helps children to deal with the minor disagreements that occur when they want to use the same toys as each other. For example, when children attempt to take a ride-on truck off other children, the childminder reminds them that there are other trucks to use. n All children, including those with special educational needs and/or disabilities, make good progress. The childminder observes children and identifies where

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need to do better?

they are in their learning. She uses this information to identify what they need to learn next. However, the childminder does not consistently use this information to provide the highest levels of support and challenge when helping to develop children's play and learning. For example, she does not consistently help children to develop their counting skills to support what they need to learn next in mathematics. n Children enjoy their learning. Older children concentrate well as they draw and

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need to do better?

12 March 2020 begin to write some of the letters in their name. All children, regardless of age, are highly engaged as they listen to one of their favourite stories. They listen intently as the childminder reads with good expression. They join in with the repeated rhymes in the book. Good questioning encourages older children to express their thoughts and ideas and explain their understanding. n The childminder has a good relationship with parents. She shares information with them about their children's day. Good communication helps ensure that parents know where children are in their learning and what they need to learn next. Parents comment that the childminder keeps them well informed about what their children have been doing. They comment that they know what the childminder is working on next with their children. They say they have been impressed with the progress their children have made. n The childminder evaluates her provision effectively. She evaluates the activities

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need to do better?

she plans and works with other childminders to share ideas and discuss new ways of doing things. Although the childminder has attended some training recently, this is not sufficiently focused on how she can extend children's learning further, particularly their early writing skills. n The childminder places a high priority on children's safety. For example, although she has appointed an assistant, she is currently waiting for all necessary checks to be completed before commencing her employment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has an excellent knowledge of signs and symptoms that may indicate possible abuse to children. She knows the procedures to follow should she have a concern about a child. The childminder ensures that she keeps her knowledge and skills up to date. For example, she updates her first-aid certificate in a timely manner to ensure her knowledge is current. She has a good understanding of wider safeguarding issues, such as the 'Prevent' duty guidance. Her home is safe and well maintained.

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should:

n make better use of all opportunities to build on what children need to learn next when supporting their play and learning n focus professional development more precisely on ways in which to enhance children's learning even further, particularly with regard to their writing skills.

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Setting details

Unique reference number EY431952 Local authority Sheffield Inspection number 10074871 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 20 Date of previous inspection 7 April 2016

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Information about this early years setting

The childminder registered in 2011 and lives in Sheffield. She operates all year round, except bank holidays and family holidays. She is open from 7.30am to 6pm on Monday, Tuesday and Thursday. She is available Wednesday and Friday by arrangement. The childminder provides free funded places for three-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

12 March 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

12 March 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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