Childminder EY261225

Overall effectiveness Good

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

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The provision is good

Children are confident and happy in the setting. Even the youngest children settle quickly and form secure bonds with the childminder and her assistant. Babies' care routines reflect those they have at home, which adds to their sense of security. Children enjoy a well-resourced environment that offers many opportunities to explore. They move freely between the indoor and outdoor play areas, which means they make choices about their play. Children develop their physical skills when they ride on bicycles. They relish the challenge of learning to bounce a ball repeatedly. The childminder takes into account the hot weather to ensure children are kept safe during outdoor play.

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The provision is good

The childminder and her assistant have high expectations for all children. Children learn to manage their own behaviour and take responsibility. For example, they are encouraged to tidy away their toys. Children build secure friendships. They learn to play together and to share toys. Children are happy to talk about their family experiences, such as when they had a trip to the beach. Children have enjoyed activities that the childminder has provided them with during the COVID-19 (coronavirus) pandemic. Parents shared information about what they were doing at home. The activities helped maintain children's link with the setting and continuity in children's learning.

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need to do better?

n The childminder has taken targeted action to significantly improve her practice since the last inspection. The childminder and her assistant have attended training to update their knowledge of safeguarding practice and wider child protection issues. They have also attended training to improve the quality of education. The childminder has clear plans to support the continuing improvement of the setting. n The childminder discusses children's starting points with parents. She uses observations and assessments to monitor children's progress. The childminder uses the information to plan a curriculum that reflects their interests. However, although the intent of activities is clear, the childminder and her assistant do not always take into account what children need to learn next. For example, during play with water, the assistant does not fully support children to extend their mathematical knowledge. This means they do not make the best possible

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need to do better?

progress. n Overall, the childminder and her assistant promote children's communication and language successfully. They model new words, such as 'turtle' and 'penguin'. They break words down and encourage children to repeat them, such as 'sea-li- on'. The childminder encourages babies to babble. She provides commentary for their play and explains what they are experiencing. They show delight and

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need to do better?

22 July 2021 wonder when splashing in the water. However, the childminder does not utilise the languages children hear and speak at home to enhance their language development. n The childminder helps children to identify risk and keep themselves safe during their play. For instance, she encourages older children to ride bicycles safely. She promotes their understanding of good hygiene routines. The childminder is attentive to the youngest children, making sure they can explore the setting safely. She helps them to stand and start walking, using furniture for support. n The childminder provides activities that promote children's understanding of the world and help them make connections in their learning. They enjoy reading 'The Three Little Pigs'. Children collect sticks and use construction blocks to make model houses. The childminder extends their learning when she takes them to observe the builders working on the nearby housing project. The

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need to do better?

children discuss how the big lorries bring the building materials. n The childminder understands why partnerships with parents are important. She is keen for parents to start coming back into the setting. Parents are positive about the care and learning their children receive. They say that the childminder and her assistant are like family. Parents say they feel well informed about their children's progress and that the childminder helps them to close gaps in their children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her responsibility to safeguard children. She completes risk assessments to check that the environment is safe for children to play in. The childminder makes sure her assistant understands her role and responsibilities. She has clear procedures in place for keeping children safe during the pandemic. For instance, parents have not been able to come into the setting. The childminder has a suitable knowledge of how to identify children who may be at risk of abuse or harm. She understands the procedures to follow if she has a concern about a child or an adult.

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should:

n support assistants to fully consider what children need to learn next so that they implement the intended curriculum successfully and help children make the best possible progress n consider how the different languages children speak and hear at home can be used to further enhance their communication and language development.

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Setting details

Unique reference number EY261225 Local authority Sheffield Inspection number 10133553 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 12 Number of children on roll 5 Date of previous inspection 27 November 2019

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Information about this early years setting

The childminder registered in 2003 and lives in Stannington, Sheffield. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a level 3 childcare qualification. She works with assistants.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector discussed how the childminder organised different aspects of learning. n Children spoke to the inspector about their friends and the activities they enjoy. n The inspector spoke to parents and considered their feedback. She discussed working with different families with the childminder. n The inspector observed teaching. She talked to the childminder and her assistant about their professional development and how they evaluate the provision. n The inspector carried out a joint observation of an activity with the childminder.

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Inspection activities

22 July 2021 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

22 July 2021 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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