Childminder in Doncaster

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

The childminder and her assistants have high overall expectations for children. This includes children in receipt of additional funding and those who are working below developmental expectations. Children enter the setting with great levels of energy. They happily say goodbye to their parents and settle quickly. Children are eager to welcome visitors and talk to them with confidence. Children move around the safe home with ease and readily approach the childminder, who warmly interacts with them. This helps children to feel emotionally secure. Children readily select what they want to play with. The childminder and her assistants provide an inclusive setting and adapt the curriculum effectively. All children progress in their learning and develop certain skills that prepare them for their future learning.

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The provision is good

The childminder and her assistants plan and deliver opportunities for children to learn about the local community and natural world. For example, children love to visit the allotment and learn how to grow vegetables. They explain that when seeds have soil and water they will 'grow big'. These hands-on experiences provide meaningful learning. Children readily select what they want to play with. They are eager to play outside with the tactile activities provided. Children delight in testing out their ideas and develop early mathematical skills while doing so. For example, they transport water to the mud kitchen, skilfully filling up pots and jugs and pouring them into different-sized bowls. Healthy home-cooked meals are provided and any allergies or food intolerances children have are acknowledged.

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need to do better?

n The childminder uses information she obtains from her assessment of children's learning to plan their next steps. The next stages of learning are carefully sequenced to ensure that children make good progress. The childminder identifies children with special educational needs and/or disabilities and who, therefore, may need additional support. She works with other professionals to ensure that an appropriate support plan is in place. This means that she can provide learning that is relevant. n Children behave well. They understand the rules and boundaries. When children are struggling to regulate their behaviour, the childminder takes appropriate action to support them. She is patient and calm and allows children time to calm down before supporting their emotions and reminding them of the rules. This helps children to manage their feelings effectively. n The childminder keeps up to date with current research. She uses this

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need to do better?

information to support her curriculum planning and to ensure that children make good progress. The childminder finds out what the children's interests are. She uses this information to plan purposeful activities that engage children. However, at times group activities are too large or too lengthy and not matched

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need to do better?

1 July 2022 to each child's stage of development. Some children lose interest. For example, at welcome time and 'tiny talkers' younger children become distracted, which frustrates the older children. n Children delight in joining in with action songs that support their communication skills and physical development. For example, while singing their 'superhero' song they develop good hand-to-eye coordination and small-muscle strength, in readiness for early writing. They delight in activities, such as 'dough disco' and squeeze and roll their dough as they dance and move to the music. They follow instructions and develop good listening skills. n The childminder plans visits to her home to help new children settle well. She engages with other settings children attend and shares relevant information, so that learning is seamless. For example, she plans children's transitions to school well in advance, which helps them to settle quickly and flourish in their new

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need to do better?

environment. n Parents and carers report positively about their children's experiences with the childminder. They receive information about the time children spend at the childminder's setting and about how to support their own child's learning at home. For example, parents comment on how she supports them with potty training ideas. Parents comment that the childminder goes 'over and above' and provides a home-from-home setting, where they feel happy that their children are very happy and safe in her care. n The childminder and her assistants support children to be independent. For example, they encourage children to tidy-up toys as they sing their familiar 'tidy up' song. Children confidently eat their meals with forks and drink from their personalised cups with their names and familiar picture on. Children independently wash their hands and know the importance of using soap to get rid of any germs on their hands. Good hygiene routines are embedded in

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need to do better?

practice. n The childminder evaluates the practice alongside her assistants, and all adults complete further training. There are future plans to provide a greater focus on training that will further strengthen teaching and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants give the utmost priority to promoting children's safety and welfare. As part of this, they complete a wide range of training. The premises are safe and secure and they have in-depth knowledge of possible indicators of abuse. The childminder fully understands how to report concerns of a child protection nature. This helps her to keep children safe from potential harm. Safeguarding forms an essential part of the childminder's recruitment of assistants. They attend training as part of their induction and keep this updated thereafter. They practise fire evacuations and teach children effective road safety.

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should:

n improve the organisation of group activities to provide the oldest children with greater levels of challenge and optimise younger children's learning in line with their stages of development.

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Setting details

Unique reference number 2537533 Local authority Doncaster Inspection number 10215243 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 18 Number of children on roll 24 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Doncaster. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She holds a formal home childcare qualification. She offers funded early education for two-, three- and four-year-old children. She employs two assistants.

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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 setting. 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 during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke to children during the inspection and took account of the views of parents by reading written testimonials. n The childminder shared some documents with the inspector, including evidence of the suitability of persons working as an assistant.

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Inspection activities

1 July 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

1 July 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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