Paulina Malek

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 have trusting relationships with the childminder and other adults in the setting. They are happy and settled and enjoy their time in her care. The childminder gradually settles children to ensure a smooth transition from home. The move from home has been particularly difficult for some children who were born during the COVID-19 pandemic, as they were not used to being separated from their parents. The childminder gives children and their parents time and space to ensure that children are happy.

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The provision is good

Many of the children who attend speak English as an additional language and frequently move between their home language and English during conversations. The childminder supports this very well by speaking in both languages with them. She also uses picture cards to help children become familiar with the routine of the day and words in English. As a result, children are at ease.

p.2

The provision is good

Children behave well. They learn to share and take turns as they play. The childminder offers lots of praise and encouragement for children's efforts. They also receive rewards, such as balloons, to show to their parents. There is a community spirit in the setting. For example, children and parents compete to decorate the best crowns to celebrate the Queen's Jubilee.

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need to do better?

n The childminder observes children well. She uses their next steps in development, along with their interests, to plan interesting activities that engage the children, including those with special educational needs and/or disabilities. All children make good progress and are well prepared for school. n The childminder uses good methods to support children's communication and language skills effectively. Children take part in lots of singing and dancing activities, and they enjoy books and stories. However, the childminder does not always model language that prompts children to think and challenge ideas as they play. In addition, she does not often ask children open-ended questions to encourage them to think, solve problems and come up with answers. Consequently, teaching and learning are not yet at the highest level. n Children explore the world around them in the garden and on outings. They learn how to take care of the environment while on outings in the woods. They

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need to do better?

observe what happens when they mix water and sand together in the mud kitchen. In addition, they find out how things work and happen when they press buttons and turn knobs and switches on the play board. n Children develop their independence skills very well. They are given time to attempt to put on their own shoes before going out to play. They make choices about activities they wish to do and are given little tasks to complete. For

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need to do better?

13 June 2022 example, children give out spoons at lunchtime to their friends. This boosts children's self-esteem and confidence. n The childminder ensures children get plenty of fresh air and exercise. She makes sure children understand how to lead a healthy lifestyle. For example, they grow vegetables from seeds and eat them as a snack. Children are provided with a healthy diet, which takes into consideration their dietary needs. Oral hygiene is promoted through activities and sugary drinks are restricted to protect children's teeth. n The childminder works closely with other adults in the setting to review and evaluate their practice. They take into consideration the views of children and their parents. Children's views influence activities, resources and menus. For example, children have shown an interest in water play. Therefore, toy fishing rods and fish have recently been purchased. The childminder has used this

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need to do better?

activity to enhance children's hand-to-eye coordination. n The childminder keeps up to date with training to refresh her skills and knowledge, which in turn benefits the children's care and learning. Recent training has included the attachment theory and safer sleeping in children. n The childminder works very closely with most agencies involved in children's care and learning, such as speech and language therapists, social care and special educational needs coordinators. However, partnerships with other early years settings that children attend are not yet robust. The childminder does not share information about children's next steps in development to ensure that continuity in learning is fully secure.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her role to keep children safe. She keeps up to date with changes in child protection legislation by completing mandatory training. The childminder has a good understanding of the signs that may indicate a concern about children's welfare, including abuse and extremism. She knows the procedures to follow to report any concerns of this nature. Risk assessments of the home are completed regularly to minimise any risks to children. First-aid training is completed. As a result, children are protected.

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should:

n strengthen teaching skills and look at ways of modelling language and using open-ended questions to encourage children to think and respond in their own words n build on partnerships with other settings involved in children's education to ensure continuity in children's learning and development.

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Setting details

Unique reference number EY553368 Local authority Sheffield Inspection number 10174412 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 14 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017. She is situated in Sheffield, South Yorkshire. She works with her co-childminder and her co-childminder's assistant. She opens Monday to Friday all year round except for family and bank holidays. The childminder has qualified teacher status. She provides funded early education 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. Inspectors discussed the impact of the pandemic with the provider and have taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided 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 childminder provided the inspector with a sample of key documentation on request. n The inspector took the written views of parents into account.

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Inspection activities

13 June 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

13 June 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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