Childminder in Barnsley

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 feel safe and happy in this home-from-home setting. The childminder is warm and friendly and provides a breadth of learning opportunities for the children in her care. Children enjoy the balance of exploring their own interests and the activities planned by the childminder.

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The provision is good

Children learn about the natural world. The childminder takes the children on nature walks to feed the ducks and look for insects. They feed the horses in the field at the bottom of the childminder's garden. The large garden provides many opportunities for children to be physically active. Children climb and swing on the play equipment. This helps children to develop their core muscles and physical skills. Children manipulate play dough with tools and their hands, which in turn develops their small-muscle skills.

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The provision is good

Children develop a wide range of vocabulary as the childminder introduces new words to them. For example, children learn the names of internal organs such as the heart and bladder when exploring a model of the human body. Children enjoy reading books with the childminder. They repeat phrases and words from familiar stories. Children enjoy imaginary play based on their own experiences. For example, they sit on the large toy aeroplane in the garden and pretend to be pilots.

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need to do better?

n The childminder finds out children's interests and starting points when they first attend the setting. She considers the children's next stages of education, such as starting school. The childminder prepares children for this next step by teaching them the skills they will need, such as putting on their own coats and shoes. n Children recognise numbers and learn to say them in the correct order. However, the childminder does not always model the skills children need to learn next. For example, she does not show children how to count one object at a time. This limits the progress that children can make in their mathematical development. n The childminder plans activities that will encourage children to take turns and cooperate with others. Children learn to persevere with challenges. The childminder encourages them to continue to try before she offers help. For example, children say that they will 'use their strong hands' to open pots of play

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need to do better?

dough. This helps children to develop their resilience and confidence. n The childminder has high expectations for children's behaviour. She reminds children of the rules of the setting. The childminder talks to them about how other children feel and how it is important to use 'kind hands'. However, on occasion, these strategies alone are not effective. Children do not always recognise which behaviours are not appropriate. They sometimes struggle to

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need to do better?

5 April 2022 share when playing independently. This interrupts the flow of learning and playing for some children. n The childminder encourages children to wash their hands frequently. She talks to children about 'washing the germs away' to prevent illness. Children learn to manage risks safely outdoors. For instance, they learn to climb on the play equipment or ride down a hill on a wheeled toy. The childminder teaches children about the emergency services and the different ways in which they help people. n Due to the COVID-19 pandemic, parents do not enter the setting. However, the childminder develops strong relationships with parents. She maintains good levels of communication with them. Parents receive daily photos and messages about their children's day. The childminder makes herself available to speak to parents at home time about the ways in which they can support their children's learning at home.

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need to do better?

n Partnerships with other settings attended by the children are good. There is a two-way flow of information between the childminder and other practitioners. This ensures that they work together to help children to achieve their next steps. n The childminder seeks feedback from parents to help her evaluate her practice. She improves her knowledge and skills by reading relevant information. The childminder attends online courses to improve her professional development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder's safeguarding knowledge is good. She refreshes her knowledge by reading online case reviews and updates. The childminder recognises the signs of abuse and neglect. She knows the procedures she must follow to make a safeguarding referral, or if an allegation is made against her. The childminder talks to children about personal safety and about how to evacuate in case of a fire in the setting or at home. Children learn about how to stay safe online. The childminder teaches children about the dangers of speaking to strangers, which helps to keep them safe in the community.

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should:

n enhance children's understanding of numbers and counting by modelling mathematical skills and vocabulary n strengthen existing behaviour management strategies and apply them consistently to further support younger children in managing their behaviour.

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Setting details

Unique reference number EY475309 Local authority Barnsley Inspection number 10233210 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 11 Date of previous inspection 15 April 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Royston, Barnsley. She operates term time only, Tuesday to Friday, from 7.30am to 6pm. The childminder provides funded early education places for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of a mathematical activity. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation.

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Inspection activities

5 April 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

5 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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