Jane Michel Knight

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children behave well because the childminder knows them well and supports them by spontaneously tuning into their behaviour. She encourages and models sharing, turn taking and tidying up, and children respond well to this. They follow instructions from the childminder and take responsibility for tidying up. Children recall what they have previously learned. For example, a child sees a butterfly in the garden and shouts 'butterfly' and points out of the window. They talk about seeing hedgehogs and worms on a recent walk with the childminder. This is because the childminder understands what she wants children to learn, and if they have an interest she is able to adapt the curriculum.

p.2

The provision is good

Children enjoy their time with the childminder. They enjoy making up their own games, such as hiding items and asking other children to find them. Children make choices in their own play. They choose what they would like to do next and play together with their favourite toys. For example, children choose to play with superheroes. They laugh with each other as they act out their favourite action hero scenes. Children enjoy demonstrating their counting skills. The childminder uses many opportunities for encouraging them to count. For example, children count out how many pieces of fruit they have at snack time. They also count as they are tidying away and as they set out equipment. Three-year-olds are already starting to learn language such as 'more' and 'less'. For example, children compare the number of two groups of balls and say which group has 'more'. This is supporting children to develop their skills, such as counting and number.

p.2

need to do better?

n The childminder uses praise and encouraging words to promote good behaviour. For example, she says 'well done' and praises children for persevering at activities. n The childminder builds positive relationships with parents. Parents say that their children enjoy their time with the childminder, and that she asks about their child when they start. They also say that the childminder communicates with them about what their child is learning next. n The childminder knows the children well. As well as meeting their individual care needs, the childminder also understands how children learn. She does this by observing what children can do and already know. She uses this to consider what children need to learn next. n Although the childminder knows what children need to learn next, she does not always take advantage of this knowledge. Sometimes the childminder does not plan activities which support children's next steps. This is because children lead

p.2

need to do better?

most of the activities. This means that the childminder does not always know how to adapt the activity to support what she wants children to learn next.

p.2

need to do better?

11 August 2021 n The childminder continuously evaluates her practice. She does this through asking parents what she does well and what she could do better. For example, the childminder has developed questionnaires for parents to complete. She has considered parents' answers and used these to think about what she can improve. n The childminder models language and asks children questions about what they are doing. She models how to do tasks and what to do next. Despite this, children are not always given opportunities to develop their own ideas. For example, the childminder encourages children to make pens to throw balls into them. She does not always ask for children's ideas during the activity, such as how they could put the fences together or what to do next. n The childminder supports children to develop their language. For example, when children are playing with bubbles, she says words such as 'high', 'pop' and 'float'.

p.2

need to do better?

Children repeat these words back. Older children use words such as 'excavate' during their play. This is because they have recently seen a digger in the local community and the childminder talks about this with them. n The childminder supports children to develop their independence. She does this by encouraging them to chop their own fruit at snack time and put on their own socks, shoes and coats. n Children have their individual needs met by the childminder. They are happy because she recognises when they are upset, hungry or tired and supports their care needs. This is because the childminder knows the children well. She talks to parents about their children and finds out about children's likes and dislikes.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibilities to safeguard children. She has an understanding of the types of abuse and what signs she would look for. The childminder has clear processes for monitoring any concerns and knows the children well. For example, she carefully tracks attendance and builds good relationships with parents. The childminder undertakes risks assessments to make sure that children are not put at risk. She seeks support from her local authority early years team. This helps her to keep up to date with local safeguarding partnership procedures.

p.3

should:

n use what has been observed about what children know and can do to plan activities which support all children's next steps in learning n consider how the use of open-ended questioning during child-led activities can help children to develop their own ideas.

p.3

Setting details

Unique reference number EY559200 Local authority Doncaster Inspection number 10190255 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered 2018 and lives in Doncaster. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

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 her evaluation of the setting. n The inspector and the childminder completed a learning walk around all areas of the setting to understand how the early years provision and curriculum are organised. n The inspector held discussions with parents. n The inspector looked at documentation. n The inspector completed a joint observation of teaching with the childminder. n The inspector held discussions with the childminder.

p.4

Inspection activities

11 August 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

11 August 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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