Childminder in Sheffield

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

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The provision is good

Children feel safe and secure in the childminder's warm and caring environment. The childminder establishes extremely secure and trusting relationships with all children. She gets to know their individual personalities incredibly well. This supports the children to become very confident, settled and happy. They have a good sense of belonging and positive levels of well-being.

p.2

The provision is good

The childminder supports children's communication and language effectively. She asks children good, thought-provoking questions and gives them time to answer. The childminder reinforces the correct pronunciation of words sensitively. Children explore stories and enjoy non-fiction books. They learn the importance of good oral health through discussions and planned activities. During a story, children recall sitting in the dentist's chair. The childminder reads stories with great enthusiasm, and she skilfully supports children's active participation.

p.2

The provision is good

The childminder recognises the impact that the COVID-19 pandemic has had on children, in relation to their personal and social skills. Children new to the setting benefit from tailored settling-in sessions. Children enjoy a range of outings in the community. For example, they visit toddler groups where they meet and play with other children. Parents report that this has helped their children to get used to meeting new people and to enjoy outings.

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need to do better?

n The childminder knows her children well. She plans a suitable range of activities to enable them to make good progress from their starting points. For instance, they identify facial features and body parts on photos. Children are supported to discuss similarities and differences. Pencil control develops well, and children draw pictures of themselves that include hair, facial features, fingers and toes. n The childminder introduces some simple mathematical concepts in her teaching. For instance, she encourages children to count the legs of beetles as they study toy insects with magnifying glasses. However, the childminder, sometimes, does not provide enough opportunities for children to use mathematical language and develop skills, such as number recognition. n The childminder is keen to continue with her professional development and enhance her knowledge and skills. She knows what she does well and is aware

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need to do better?

of areas she would like to improve. For example, she has identified that she would like to attend training, to enable her to care for younger children with medical needs more effectively. n Partnerships with parents are positive. She keeps them well informed and involved in their children's learning. For example, she shares photos of activities that children have enjoyed during the day. This helps provide a good consistent

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need to do better?

10 March 2022 approach to children's learning. However, she does not support the consistency of children's learning by building better partnerships with staff at settings they also attend. n Children learn to be independent. They wash their hands before they eat and know to use tissues to wipe their nose. Children understand the routines of the day. They select their own resources when they play, and understand the need to tidy away once finished. n Children enjoy their make-believe play in the pretend kitchen. They make meals, cut up vegetables and make drinks for their friends. The childminder provides lots of praise and encouragement, which boosts children's self-esteem. n The childminder has high expectations for children's behaviour. She has house rules which she shares with children and parents. Children behave well and display good manners. The childminder gently reminds them to say please and thank you throughout the day.

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need to do better?

n Children exercise in fresh air daily, which helps to contribute to their good health. They have fun as they practise their physical skills on larger equipment in the park. Children learn about the natural environment. For example, they grow fruit and vegetables that they go on to eat. n All required information and records, such as parents' consent for varied purposes, are in place. Policies and procedures are updated and shared with parents effectively. This helps ensure the smooth and consistent running of the setting.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge and understanding of safeguarding and child protection. She has appropriate arrangements to keep her knowledge up to date through training, regular reading and research. The childminder knows who to contact to seek support and advice regarding any concerns, including any allegations raised against her. The childminder checks her premises for hazards on a daily basis. She teaches children to recognise danger and to learn how to minimise any risks. For example, she encourages children to hold hands when going outside and to check the garden gates are locked.

p.3

should:

n build on children's recognition and understanding of numerals and use of mathematical language n develop partnerships with staff at settings children also attend, to provide a more consistent approach to their shared care and learning.

p.3

Setting details

Unique reference number EY550392 Local authority Sheffield Inspection number 10123426 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 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in the Stocksbridge area of Sheffield. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She holds a formal childcare qualification equivalent to level 3.

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Inspection activities

n This was the first routine inspection the setting 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 looked at and discussed all the areas of the home used for childminding. n The inspector observed and evaluated the quality of learning during play. n The inspector discussed children's learning and development with the childminder, including children's interests. n Discussions took place between the inspector and childminder at convenient times during the inspection. n The inspector took parents' written views and comments into consideration.

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Inspection activities

10 March 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

10 March 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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