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 Good

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The provision is good

Children thoroughly enjoy their time with the childminder. The childminder builds positive relationships with children and their families. Children feel safe and secure in the childminder's familiar and well-organised playroom and garden. They know that they are well cared for. Children safely explore their environment, whether it is at home or on their regular local walks to school and parks.

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The provision is good

Children are curious and eager to participate in the many stimulating activities which the childminder presents to them. They make good progress, overall, and are well prepared for their future learning. The childminder has high expectations for children's success. Children enjoy using the many new and unusual words, which the childminder introduces them to. For example, as children play, they learn the names of different dinosaurs and that they are 'herbivores' or 'carnivores'. Children learn to be independent and to make decisions for themselves. They choose what they would like to play with and take pride in helping to tidy up afterwards.

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The provision is good

Children learn to enjoy the company of others. For example, the childminder has identified that some children have had limited experiences of meeting and playing with other children during the COVID-19 pandemic. She has, therefore, increased and varied the number of children's introductory sessions, to help them get used to playing alongside different children.

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need to do better?

n The childminder identifies children's starting points in learning from her careful observations and full discussions with parents. She helps children to build on their skills systematically. For example, children develop their fine-muscle control by picking up small objects with different tools, such as small pliers. They further strengthen their fingers as they mould play dough into a model of the world. This helps to develop their mark-making and early writing skills. n The childminder plans stimulating activities, including imaginative role play, creative tasks and games, to help children to develop their knowledge about the world around them. However, she does not consistently help children to explain their understanding and think more deeply. For instance, she sometimes answers questions for children, rather than giving them time to think and respond. n Children develop their independence skills well. They learn to put away their

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need to do better?

toys before starting a new task. Children wash their hands regularly after messy activities or before eating. The childminder helps children to decide what they would like to play with and to concentrate for increasing periods of time. n The childminder provides healthy and nutritious snacks for children. She

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need to do better?

14 March 2022 encourages children to be physically active and ensures that they follow good hygiene routines. The childminder helps children to understand about good oral health through activities, such as role play with model teeth and toothbrushes. n The childminder works hard to sustain the quality of her own practice. She seeks out a range of training to build on the quality of her planning and teaching. The childminder makes good use of early years courses from the local authority and other providers, such as childminder forums and schools. Recent training on mental health and well-being has helped the childminder to deepen her understanding of children's emotional reactions to different situations. n The childminder encourages children's love of books. She introduces them to storytelling through songs and nursery rhymes. The childminder carefully chooses books, which engage children's interest, and builds on their knowledge

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need to do better?

and vocabulary. For example, children enjoy turning the pages with the childminder and feeling the 'rough, smooth' and 'bumpy' surfaces of the different dinosaurs in a favourite book. n Children develop their early counting skills well. For example, the childminder encourages them to count toy animals as they sort them into different groups. She helps children to recognise numerals as they pick objects from sorting trays and begin to match them to the correct number of objects. n The childminder is a very good role model to children. She is cheerful, friendly and gentle. Children learn to be sociable, positive and very polite. n Parents are delighted with the service that the childminder provides. They praise the childminder for the strong bonds which she forms with their children and the many stimulating activities she offers. Parents welcome the regular communication and support which they receive, particularly throughout the

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows what to do and who to contact if she has a concern about a child's welfare. She knows the signs that a child may be at risk of harm. The childminder keeps her safeguarding knowledge up to date through regular training and by following guidance from the local authority and other agencies. She understands the possible indicators that a child or family may be at risk from extremist behaviours. The childminder helps children to recognise risks in their play and on their walks.

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should:

n help children to deepen and extend their knowledge and understanding, such as by giving them time to respond fully to questions.

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Setting details

Unique reference number EY474721 Local authority Sheffield Inspection number 10075727 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 9 Date of previous inspection 24 February 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Sheffield. She operates during term time from 8.30am to 4.30pm, Monday to Friday. The childminder holds an appropriate qualification at level 3.

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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 observed the quality of education and discussed the effectiveness of the childminder's teaching. n The inspector looked at relevant documents relating to the childminder's practice. n The childminder spoke to the inspector at convenient times during the inspection. n The inspector viewed the areas of the childminder's home and garden that children use. n The inspector read written comments from parents to obtain their views on the service that the childminder provides.

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Inspection activities

14 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

14 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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