Childminder in Barnsley

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

p.1

The provision is good

The childminder regularly talks to parents and observes children, to find out what they know and can do. She uses this information to plan a range of interesting and enjoyable activities. As a result, children make good progress in all areas of their development.

p.2

The provision is good

Children look forward to story time. They excitedly tell the inspector, 'We're reading a new story. We're reading it today!' When the childminder reads with them, they join in with repeated phrases and sign key words. The childminder chooses stories carefully. She uses them to promote children's personal development. For example, they learn about people who cannot hear, use sign language and understand more about oral health. Stories are repeated and told in different ways. This helps children to remember long term what they have learned. Children retell familiar stories during their independent play. As a result, they develop good literacy skills.

p.2

The provision is good

Due to the ongoing impact of the COVID-19 pandemic, parents are not coming into the setting. The childminder takes time to speak to parents when they drop off and collect their child. This means that they still receive the information they need. She tells them about their child's developmental progress and how they can share and support their learning at home. Key information is also displayed on a noticeboard.

p.2

need to do better?

n Since the last inspection, the childminder has reduced the number of children she cares for. Although she still works with another childminder, she no longer works with additional assistants. Together, they have developed their emergency evacuation procedures and regularly practise these. The changes they have made mean that they are now able to meet children's individual needs and keep them safe. n The childminder and her co-childminder both act as key persons for all children in their care. Parents report that their children settle well at the setting. Children show good attachments with the childminder. For example, younger children are initially wary of the unfamiliar inspector. However, they check back with the childminder for reassurance. n Children talk confidently about their experiences at home. The childminder repeats what they say, using the correct pronunciation of difficult words, such as

p.2

need to do better?

'sabre-toothed tiger'. They confidently communicate their own thoughts and ideas. When playing outside, they say, 'It's a slimy slug and it's disgusting'. The childminder extends the communication and language skills of younger children by repeating words during routines. For example, when children arrive, she says, 'Good morning.' n Children use mathematical language in their play and explore early mathematical

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need to do better?

7 February 2022 concepts. They fill and empty different-sized containers with water outside. They create dragons, using play dough, sticks and bottle tops. They compare their models and say, 'It's got loads of spikes.' They count how many legs the different dragons have. The childminder uses day-to-day opportunities to introduce mathematical words and to count with children. For example, when preparing for a story, she helps them to calculate how many mats they need for the number of children present that day. n Children make good progress in their physical development. They enjoy daily dance and exercise to music, and they also play in the garden. They learn to control their bodies and to negotiate steps. They practise using scissors and picking up small objects with tweezers. Children use chalks to draw on large- scale boards outside. They work together to make a picture. They wait patiently for their friends to finish using the chalk eraser and ask, 'I need a wipe, when

p.2

need to do better?

you've finished, can we have it?' This shows a culture of respect for others at the setting. n The childminder promotes children's independence skills. She reminds them to wash their hands after using the toilet and before eating. Children take off their own coats and shoes and put them away when they have finished playing outside. Children are beginning to understand and manage their own feelings. For example, when a younger child bumps them with a toy, they tell the childminder, who comforts them. This could be further developed, by the childminder naming children's emotions.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows about a range of possible signs and symptoms that might indicate a child is being abused. In line with local safeguarding partnership procedures, she knows what to do should she have any child protection concerns. She knows the correct procedures to follow if an allegation is made against her, another adult working with children or a household member. She understands the role of the local authority designated officer and her responsibilities for directly reporting concerns if necessary.

p.3

should:

n strengthen the good teaching practices further by naming children's emotions so that they are even more able to understand and manage their own feelings.

p.3

Setting details

Unique reference number EY437311 Local authority Barnsley Inspection number 10151712 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 12 Number of children on roll 26 Date of previous inspection 11 March 2020

p.4

Information about this early years setting

The childminder registered in 2011. She works with another childminder and has two additional assistants listed for emergency cover. The childminder works primarily from her own premises in the Wombwell area of Barnsley. However, she is also registered to childmind from her co-childminder's home, which is also situated in Wombwell. The childminder operates all year round from 7am to 5.45pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. She provides funded early education for three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 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 inspector viewed the provision and discussed the safety and suitability of the premises. n Children spoke to the inspector during the inspection. n The inspector observed interactions between staff and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

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

7 February 2022 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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