Childminder in Doncaster

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children behave well at the setting. Those who have attended the setting for longer are happy, settled and show that they feel safe. The childminder finds some information out about children before they start by talking with parents. However, she does not always consider children's individual needs for settling-in purposes. This means some children do not settle as quickly as others. However, she is kind and caring towards unsettled children who have not attended the setting for long. For example, the childminder tries to comfort them by singing nursery rhymes and providing their dummy.

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The provision requires improvement

The childminder has some ideas of what she wants the children to learn. She assesses children's learning accurately and identifies their interests. However, she does not always consider a broad and varied curriculum when planning. Instead, she focuses on colours and numbers. Children spend limited time learning outside due to the COVID-19 pandemic and ongoing building work in the garden. This means the curriculum is not as wide-ranging as it might be. Consequently, children's opportunities to develop their large muscles and to learn about the world around them are not as coherently planned as other areas.

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The provision requires improvement

The childminder has amended her practice due to the pandemic. She has reduced outings and maintains social distancing when walking to and from school. She ensures robust hygiene practices are in place. For example, she teaches children how to wash their hands thoroughly and provides them with individual towels.

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need to do better?

n The childminder repeats children's speech back to them, emphasising correct pronunciation. She limits the use of dummies to sleep time and when children are upset. This is because she is aware dummies can affect children's speech. However, the childminder does not consistently use suitable words with young children. For instance, she uses words, such as 'piggy' and 'wee-wee'. The childminder's questioning focuses on children remembering colours, numbers and shapes. This inhibits children's opportunity to embed new words in a range of contexts. n Children demonstrate determination when completing a favourite jigsaw puzzle. They develop small muscles in their hands as they try to fix the pieces together. The childminder encourages children to concentrate and try again to complete the puzzle. Children practise saying numbers in order, as the childminder encourages counting. The childminder models touching each picture as she

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need to do better?

counts. She sensitively corrects mistakes when children say numbers out of sequence, or say a colour instead of a number. n Parents comment positively on the care their children receive at the

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need to do better?

10 November 2021 childminders. The childminder provides home-cooked meals for children. Children eat a good range of savoury dishes. However, the childminder does not always provide healthy choices around children's deserts. n The childminder supports children to develop their personal care needs and praises them for using the toilet independently. She encourages children to use a tissue to blow their own nose and teaches them to dispose of it in the bin. Older children help the childminder by getting the bibs for younger children to wear at lunchtime. n The childminder assesses children's learning when they are between the age of two and three years. She writes a report for parents and identifies next steps in learning. The childminder chats to parents daily about their child's experiences with her. She compiles a learning journal to give to parents as children start school, which celebrates children's achievements and progress.

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need to do better?

n Self-evaluation and improvement plans are not fully effective. The childminder shares ideas with parents of how to support their child's learning at home. However, these do not reflect how young children learn best. For example, the childminder sends worksheets and flashcards home, which are more suitable for older children. Young children are unable to write the numbers in the boxes on the worksheets. This is because they have not yet developed the hand control to do so. The childminder reflects on the strengths of her provision and acknowledges that outdoor learning continues to be an area to develop. n The childminder has found it challenging to access training due to the pandemic. As a result, she does not yet fully understand and embed the requirements of the early years foundation stage. This has resulted in the childminder planning a curriculum which is not as varied and challenging as it might be.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her safeguarding and child protection duties. She has a comprehensive policy with contact details of safeguarding officers readily available should she need to make a referral. The childminder works proactively with safeguarding partners and family services. Parents trust the childminder and seek her help to access support. The childminder helps older children learn how to keep themselves safe online. For example, she explains the importance of them talking to their parents if strangers try to talk to them online. The childminder uses a safety gate to ensure young children stay safe while she cooks lunch.

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Due date

10 November 2021 work in partnership with parents to ensure that every child's care is tailored to meet their emotional needs when they first start the setting 13/12/2021

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Due date

consider the individual needs and development of young children when supporting parents to guide their child's learning at home 27/12/2021

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Due date

undertake professional development opportunities to ensure children benefit from a broad and varied curriculum that supports their future learning. 10/01/2022

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Setting details

Unique reference number 317770 Local authority Doncaster Inspection number 10060173 Type of provision Childminder

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Registers

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 11 November 2014

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Information about this early years setting

The childminder registered in 1999 and lives in Doncaster. She holds a level 3 qualification in early years. She offers before- and after-school care on Monday to Friday, from 8am to 9am, and 3pm to 5pm. The childminder also works from 8am to 5pm on Wednesdays and Thursdays, all year round, except for Christmas, bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector through text messages. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the childminder and people living in the premises.

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Inspection activities

10 November 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

10 November 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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