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 build strong relationships with the childminder and her co-childminder. They are very happy and settled in the childminder's provision. Children leave their parents with confidence when they arrive. They settle readily to chosen activities and are warmly welcomed by other children and the childminder. Young children show good concentration and perseverance as they enthusiastically complete jigsaw puzzles and work out how the pieces fit. During the COVID-19 pandemic, the childminder was proactive in finding ways to settle new children. She met new children and parents in local parks, and children benefited from visits in the garden.

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The provision is good

The childminder leads by example and treats children with kindness and respect. The childminder and co-childminder have clear expectations for behaviour. The childminder encourages children to be polite and always use their manners. She skilfully helps children to develop an understanding of sharing and taking turns, to support their social skills. For example, she supports them to take turns as they choose picture cards during a singing session.

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The provision is good

The childminder and her co-childminder promote children's healthy lifestyles. They take children out in the local area to explore woodlands and parks. Children are inspired to learn about nature. Older children knowledgeably name flowers, such as daffodils. They listen to the noises they hear and talk about the singing birds.

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need to do better?

n The childminder carefully monitors children's development through frequent observations. She identifies any gaps and works closely with her co-childminder. Together, they make plans for each child, helping them to achieve the next steps in their learning. All children make good progress. n Children's language and communication development are supported well. The childminder gives commentary to children's play and models clearly how to say words correctly. This helps them learn new vocabulary. Children show excitement when singing along to their favourite songs. n The childminder has a good understanding of what children enjoy. She engages them in favourite stories, such as 'Dear Zoo', to support their love of books and reading. For example, she readily invites them to join in with repeated phrases, such as 'they sent him back,' where children enjoy joining in. n Children become very independent. The childminder recognises the importance

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need to do better?

of giving them time to complete tasks and be involved in daily routines. For example, she provides praise and encouragement as older children put on their coats and shoes. Through her calm suggestions, children persevere using trial and error, and are delighted when they succeed. n The childminder helps children to learn how they can keep themselves safe. For

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need to do better?

7 April 2022 example, she talks to them about road safety when they cross the road. Children practise fire evacuation drills with the childminder in her home. This helps them to understand what they need to do in the event of a fire. n The childminder develops strong relationships with parents, speaking to them daily. Parents are kept well informed about their child's progress and the next steps in learning. They also speak very highly of the care that the childminder provides. They add that they would not change anything about the service she provides. n The childminder teaches children mathematical language and skills extremely effectively. For instance, young children learn to count, compare sizes and solve shape puzzles and games very well. n The childminder has high expectations for children's futures. She encourages older children to talk about nursery. They show excitement and pride. The childminder has well-embedded routines to help children prepare for their move

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need to do better?

to nursery. For instance, they understand the importance of tidying away their games after playing with them. This helps children to understand the rules and boundaries, and to follow instructions. n Effective self-evaluation is in place, which takes account of the views of parents and children. The childminder has clear targets for future development of her provision. For example, she has plans to care for children from her home. She describes how she is preparing her home for this move. n The childminder completes mandatory training. However, she does not give enough consideration to extending her professional development to further build on her teaching skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her co-childminder attend regular child protection training. They talk about changes in safeguarding practice and safeguarding issues, such as different types of abuse. This helps to ensure that their knowledge is up to date. The childminder is clear about her role and responsibility to safeguard children. She works with her co-childminder to implement robust policies and procedures. This means that children's care and safety remain the highest priority. The childminder knows what action to take if she has any concerns about children's safety or welfare. The childminder carries out daily risk assessments of her home and when on outings, to help ensure that their safety is paramount.

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should:

n explore more ways to engage in professional development opportunities that focus on extending current knowledge and skills, in order to raise the quality of

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should:

7 April 2022 teaching to an even higher level.

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Setting details

Unique reference number EY369634 Local authority Sheffield Inspection number 10071204 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 4 Date of previous inspection 11 June 2015

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Information about this early years setting

The childminder registered in 2008. She works with her mother, who is her co- childminder, in her home in the Halfway area of Sheffield. She operates all year round, Tuesday and Wednesday from 8.30am to 5pm, and Thursday from 8.30am to 3pm, 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 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 the evaluation of the setting. n The childminder and the inspector discussed the childminder's intentions for children's learning. They looked at all areas of the home accessed by the children and discussed how the childminder and children use these. n The inspector looked at relevant documentation and reviewed evidence of the suitability of all adults living on the premises. n The inspector talked to the childminder and her co-childminder, and children at appropriate times during the inspection. n A joint observation of an activity was carried out by the inspector, the childminder and co-childminder. n The inspector spoke with parents and looked at written evidence provided to gather their views during the inspection.

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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 April 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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