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 Good

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The provision is good

Children are very happy and secure in the childminder's care. They show a strong sense of belonging and play happily together. Most children who attend speak English as an additional language. The childminder communicates with them in their home language, which helps her meet their individual needs. Alongside this, she supports them well to develop their language and communication skills in English. This helps prepare children well for later learning, including school.

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The provision is good

The childminder has high expectations for children's behaviour, and they respond well to her positive approach. Children tell visitors about their rules, such as, 'I can remember to help others.' They are kind and considerate and cooperate with friends during play. However, there are times between activities when they become slightly restless while waiting for the next part of their routine.

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The provision is good

Children are inquisitive and they concentrate during play. For example, they watch intently as they attempt to mix coloured water and oils together. They are confident learners who are keen to help and do things for themselves. Young children say, 'I do it', when tidying up toys in the garden. There is scope, however, for the childminder to help children to develop their independence even further.

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need to do better?

n The childminder assesses children's abilities. She uses what she knows about them to plan for their learning. The childminder provides activities which are well matched to meet children's individual needs. She ensures that appropriate levels of challenge help children to build on what they already know and can do. n The childminder helps children to develop good literacy skills. She recognises the need for young children to develop strength and coordination in their hand movements. She acknowledges this will prepare them for learning to write. For example, they squeeze pegs while hanging washing on a line and use tweezers to pick up small items. Older children form letters from their name as they trace their fingers through sugar in a tray. n Adults interact well with children and join in their play. They support children to develop their ideas and encourage imaginative skills. For example, some children

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need to do better?

pretend to be hairdressers. Others develop good problem-solving skills while designing and building cars and boats from bricks. n Partnerships with parents are highly valued by the childminder. She works closely with parents to help them to understand how to support their children's learning. This includes when children move on to school. Parents welcome regular feedback about their child's learning. They recommend the childminder to other parents. n The childminder is ambitious and aims to extend and enhance her practice. She

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need to do better?

13 March 2020 has good knowledge of how children learn, which is supported by her ongoing professional development. She shares her knowledge with her assistants and helps them to build on their existing skills. This contributes to a good capacity for continuous improvement. n Children pay attention during activities and follow the childminder's instructions eagerly. However, sometimes, when they have to wait between activities, some children become restless and mildly disruptive. n The childminder promotes healthy lifestyles well. She encourages children to try a wide variety of foods and talks to them about healthy choices. Hygiene procedures are robust. Children are developing a very good understanding of the importance of routines such as handwashing. The childminder provides plenty of opportunities for children to have fresh air and exercise. n Children enjoy the responsibility of carrying out some tasks, such as tidying up.

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need to do better?

This helps to develop their independence. However, there are times when children are not consistently supported to further develop their self-help skills. This includes at mealtimes, when the childminder does not teach older children to use a knife and fork. n The childminder helps children to develop a positive self-image and to value and respect others. Children learn about different lifestyles and cultures through age- appropriate activities and discussions. For example, the childminder provides musical instruments from Africa to help children to learn about African music and dance traditions.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her knowledge of safeguarding up to date, for example by attending training courses and checking relevant websites and publications. She shares her knowledge with her assistants. This contributes to their good understanding of the signs and symptoms of abuse and neglect. All adults are aware of the action to be taken if they are concerned about a child's welfare. The childminder follows effective procedures during recruitment to ensure that all assistants are suitable to work with children. Clear whistle-blowing procedures are in place to report any concerns about an adult's conduct.

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should:

n refine routines to minimise the time children need to wait between activities n provide even more opportunities for children to develop their self-help skills and strengthen their independence to even greater levels.

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Setting details

Unique reference number EY424071 Local authority Doncaster Inspection number 10068870 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 18 Number of children on roll 23 Date of previous inspection 21 March 2014

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Information about this early years setting

The childminder registered in 2011. She employs three assistants who work alongside her at varying times throughout the week. Opening hours are 8am to 3pm, Monday to Friday, term time only. The childminder holds a relevant early years qualification at level 3. She provides funded early education for two-, three- and four-year-olds.

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Inspection activities

n The childminder showed the inspector around her home and talked about the activities she provides to support children's learning. n The inspector observed the childminder and her assistants during activities indoors and outdoors. She evaluated the quality of teaching and assessed its impact on children's learning and development. n The childminder and the inspector jointly observed and evaluated an activity. n The inspector spoke to the childminder, her assistants and children at appropriate times during the inspection. n The inspector reviewed a sample of relevant documents provided by the childminder. These included qualification certificates and evidence of the suitability checks carried out on adults who live and work at the address.

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Inspection activities

13 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

13 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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