Willoughby-Parker, Sharon

Overall effectiveness Outstanding

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

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The provision is outstanding

Children are extremely happy and content in the childminder's care. They demonstrate an insightful understanding of their emotions. For example, children use an emotion octopus to tell the childminder how they are feeling and why. The childminder uses this information to discuss and acknowledge how children are feeling. As a result, children are learning to self-regulate their emotions, which helps them to feel safe and secure.

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The provision is outstanding

Children demonstrate beautiful manners and behaviour. They are highly motivated and engaged during their time at the setting. The childminder knows the children exceptionally well so can always focus their attention. They happily take turns placing pieces into a giant jigsaw. Children say 'thank you' and 'your turn' as they pass the pieces of jigsaw to each other. They enthusiastically help to tidy away their toys ready for snack time.

p.2

The provision is outstanding

Children demonstrate excellent mathematical skills from an early age. For example, when building a robot from bricks, they count and decide what size bricks they need. Children independently use mathematical language such as 'on top of', 'higher' and 'shorter'. They use excellent observation skills to make an exact copy of their robot, including the colours. Children are making excellent progress in their mathematical learning and skills.

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need to do better?

n The childminder has an ambitious curriculum for children to achieve to their full potential. She uses her knowledge of their interests and needs to provide stimulating and challenging activities. For example, the childminder builds on children's love of dinosaurs by creating flash cards for each dinosaur with interesting and fun facts to build on what they already know. As a result, children are making excellent progress in their learning, including those with special educational needs and/or disabilities. n Children's communication and language development is excellently supported. The childminder uses every opportunity to introduce new words and their meaning. For example, children learn the word 'carnivore' and that it is a meat eater. They quickly start to use this word in context in their play with the dinosaurs. Children are making fantastic progress in developing their speech and language. n Children are learning what makes them healthy. They help to prepare a healthy

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need to do better?

snack of fruit. When asked why they have washed their hands, they reply 'so I can eat this with no germs'. Children know and understand the importance of brushing their teeth. Posters showing healthy food for teeth are displayed. The childminder demonstrates good brushing when the children clean their teeth.

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need to do better?

25 February 2022 n Children have fantastic opportunities to explore their local community. They make regular visits to the garden centre where they select plants and vegetables to grow in the garden. Children happily talk about what they are growing in the garden. For example, they point out the strawberry plants in the hanging baskets and say, 'They have stopped growing now'. n Feedback from parents is overwhelmingly positive. One parent comments, 'The love my boys have for them both is testimony to the care and affection they offer'. The childminder takes the time to get to know children and parents well before they start. This helps children to settle quickly. Parents have regular discussions with the childminder to explore ways to improve children's learning and development both at the setting and at home. n The childminder continues to develop her already excellent knowledge of children's learning and development. She regularly attends a variety of

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need to do better?

professional development courses to ensure she is supporting children to the best of her ability. As a result, children receive extremely high-quality support to make excellent progress in their learning. n It is extremely clear that the childminder is highly respected in all that she does by a wider audience. She goes out of her way to support other provisions within the early years sector. The childminder happily shares her skills and knowledge with others to improve children's outcomes.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has an excellent understanding of the signs and symptoms that may indicate a child is at risk of harm. She knows who to contact if she has a child protection concern regarding a child or adult. The childminder has completed a vast amount of safeguarding training. After each training event, she reviews her practice and makes changes to her policies and procedures accordingly. The childminder regularly reviews her risk assessments to ensure children are safe and secure while in her care. She has an up-to-date paediatric first-aid certificate to ensure she is capable of supporting children in the event of an accident or incident.

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Setting details

Unique reference number EY279037 Local authority Doncaster Inspection number 10117363 Type of provision Childminder

p.4

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 18 November 2015

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Information about this early years setting

The childminder registered in 2004 and lives in Bessacarr, Doncaster. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 5. She works with a co-childminder.

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Inspection activities

n This was the first 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 childminder and the inspector completed a learning walk together to understand how the early years provision and curriculum are organised. n The inspector made observations throughout the inspection of children's experiences in the setting. n Observations of activities were evaluated by the inspector and the childminder. n Children spoke to the inspector about their experiences in the setting. n A meeting was held with the childminder. This included a review of relevant documentation, including evidence of suitability and training. n Letters and comments provided by parents and other early years professionals were reviewed by the inspector.

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Inspection activities

25 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

25 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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