Childminder in Doncaster

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

Children are happy and enjoy their time in this welcoming and homely setting. They are safe and develop secure attachments with the childminder and her assistant, who are both gentle and nurturing. Children engage in a range of stimulating learning experiences, which helps them to make good progress. The childminder and her assistant have high overall expectations for children. They make sure that they are all able to access the activities provided. For example, children explore different textures and animals during a sensory activity. The childminder provides children with scoops and tweezers so that children who are reluctant to explore with their hands are able to join in with their friends.

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The provision is good

Children learn about kindness and respect from the childminder and her assistant. They are good role models. They teach children to be caring towards each other and provide them with plenty of opportunities to learn how to take turns and share resources. For instance, children take it in turns to lift flaps and press buttons in a book. They deeply engage in the childminder's storytelling as they learn about different animals and the sounds they make.

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need to do better?

n Through consultation with parents, the childminder finds out what children already know, understand and can do when they join the setting. She uses this information, along with an extensive settling-in period, to help children to settle and feel comfortable in her setting. n The childminder and her assistant know the children they care for very well and successfully meet their individual emotional and physical needs. For example, they recognise when children are hungry and tired and adapt the routine accordingly. The childminder and her assistant describe children's personalities and what makes them unique. They talk about what children are interested in and where they are in their development, in order to support their learning. n The curriculum supports children to build their confidence and foster their independence. The childminder and her assistant focus on helping children to make progress in their personal, social and emotional development and to

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need to do better?

acquire physical skills. They understand the importance of developing these skills so that children are prepared for their future learning. The childminder and her assistant play alongside children. They demonstrate how to do things and help children to develop new skills. For example, children practise using scissors to make snips in play dough and help to cut up their banana at snack time. This helps them to develop their independence and small-muscle skills. n Overall, children's communication and language development is promoted well. The childminder and her assistant interact positively with children and engage them in conversations as they play. However, they sometimes ask children too

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need to do better?

17 February 2022 many questions, without giving them enough time to think and respond. Also, on occasion, they do not pronounce words correctly and use baby language, such as 'froggy' or 'piggy', when talking to children. This does not develop children's communication and language skills to the highest level. n Children engage in a wealth of experiences which extend their understanding of the world around them. For example, they go for walks around the local area and benefit from trips to museums, parks and play centres. They meet with other childminders every week and establish friendships with a range of different children. n Partnerships with parents are good. The childminder shares what children are doing and learning though an online app and verbally when parents collect their children. She shares advice and ideas with parents about how they can support children's learning further at home. n The childminder does not consistently engage with other settings that also

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need to do better?

provide care for the children she cares for, in order to adopt a consistent approach. n The childminder and her assistant work well together to evaluate the setting and the learning opportunities they provide for the children. They take time to get to know children and plan activities that help them to achieve their next steps in learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a secure understanding of how to keep children safe and protected from harm. They clearly explain the actions they would take should they become concerned about children's welfare, or during medical emergencies. Robust procedures ensure that all adults living in the household are suitable to have contact with children. The childminder knows the steps to take if an allegation is made against herself, her assistant or a household member. Thorough risk assessments ensure that the premises are safe. The childminder and her assistant attend training to keep their safeguarding knowledge up to date.

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should:

n refine the programme of professional development to better support the communication and language skills of younger children n establish partnerships and exchange important information with other settings which share the care of the children.

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Setting details

Unique reference number EY383321 Local authority Doncaster Inspection number 10059919 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 15 Date of previous inspection 22 July 2014

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Information about this early years setting

The childminder registered in 2008 and lives in Balby, Doncaster. She operates all year round from 7.45am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She works alongside an assistant.

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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 and the childminder had a learning walk to understand how the curriculum is organised. n A joint evaluation of an activity was carried out by the inspector and the childminder. n The inspector held a meeting with the childminder and her assistant. She looked at relevant documentation, such as evidence of the suitability of persons living or working in the household. n Children interacted with and spoke to the inspector during the inspection. n The inspector looked at written feedback from parents to gather their views and opinions about the setting.

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Inspection activities

17 February 2022 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

17 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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