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

The childminder places a high priority on developing children's independence. She has organised her environment to support this. From a young age, children help themselves to resources and begin to develop their own interests. For example, children help themselves to vehicles and become engaged as they move them around the room. Younger children watch what others are doing and develop the confidence to join in. They demonstrate this as they eagerly crawl after the moving vehicles. Children are happy in the childminder's care. They have a very good relationship with the childminder. Children demonstrate how content they are as they sit on her knee for reassurance or snuggle into her for a story. They learn how they can keep themselves safe. For example, younger children learn to come down the steps in the childminder's garden safely.

p.2

The provision is good

The childminder has high expectations of children's behaviour. She helps older children to understand that they need to share the toys with other children. Good support helps them to realise that other children need to use the toys too. Older children remember to use 'please' and 'thank you' as they talk to the childminder and ask for things.

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need to do better?

n The childminder and her assistant have a good understanding of how children learn through play. They watch what children are doing and make use of opportunities to extend children's learning as they arise. For example, as children play with musical instruments, they talk about the shape of the triangle. n Children develop a love of books. They choose a range of books to read with the childminder. Children listen intently as the childminder reads 'The Gruffalo' with good expression. The childminder pauses to encourage children to join in with the rhymes and repetitive text. She helps older children to develop an understanding of how books work. For example, she points to the text as she reads. Children confidently talk about the illustrations and comment on the story. n The childminder generally establishes effective partnerships with parents and other professionals who may be involved in children's learning. For example, she

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need to do better?

shares her assessments with parents and schools. Parents like the regular open mornings where they can come in and look at their files. However, the childminder recognises she needs to extend the partnership with parents and schools further. For example, she has not been sufficiently proactive in developing a consistent and shared approach to supporting children's learning. n Children have a good understanding of the childminder's rules and expectations. They quickly tidy up when reminded, eagerly taking things to put away. The childminder supports them well. For example, she tells them where to put things

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need to do better?

11 March 2020 if they are unsure. She gives them lots of praise as they swiftly put things away. n The childminder encourages children's independence. She gives children the time to learn how they can feed themselves. From a young age, children confidently feed themselves with a spoon. They demonstrate great satisfaction as they attempt to feed themselves yogurt. The assistant praises them for their efforts and children smile in delight, eager to try again. Children demonstrate high levels of self-esteem. n Older children are confident communicators. They express their thoughts and ideas confidently. The childminder and her assistant listen carefully and extend their language further. However, they have not fully considered the ways in which they help younger children to develop their communication skills. For example, they often talk in long sentences and ask questions which children do not always understand.

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need to do better?

n The childminder evaluates her practice well, overall, and seeks the views of parents and children. She knows where she can improve further. For example, she has identified that she needs to find more time, along with her assistant, to strengthen their teaching skills even further. She realises that she needs to establish a programme of professional development that is more specifically focused on developing these skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good 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. She has attended training on wider safeguarding issues. Her home is safe and well maintained. She takes effective action to ensure any hazards to children are minimised. She attends all mandatory training, such as first aid. Recruitment procedures are strong, and she ensures her assistant attends all mandatory training.

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should:

n strengthen professional development and focus more precisely on raising the quality of teaching to an even higher level n explore further ways of working with parents and other providers to establish a consistent approach to supporting children's learning n consider more ways to support younger children's communication skills and help them make more rapid progress.

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Setting details

Unique reference number EY478349 Local authority Sheffield Inspection number 10076035 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 10 Date of previous inspection 23 February 2016

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Information about this early years setting

The childminder registered in 2014. She lives in Sheffield and works with an assistant. She is open Tuesday to Friday, from 8am to 5.30pm, during school term times. She provides funded places for three-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities, indoors and outdoors, 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 and working 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

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

11 March 2020 11 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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