Childminder in Rotherham

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children in the setting are safe and secure. This is a stimulating place for them to explore, develop and learn. The childminder develops a calm and homely environment and spends as much time as possible outside. She believes that this helps children to flourish. Children play together well in a large enclosed garden where they have freedom to explore and experiment. They use resources, such as crates and planks, to make a slide and a see-saw. Children manage risks and carefully negotiate climbing on a ramp and balancing on a beam. They use wooden spoons and sticks to stir in the mud kitchen and add herbs and fallen fruit from the garden. Children call excitedly to adults asking for more ingredients and to offer 'apple pie, lemon and gravy'.

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The provision is good

Babies are supported to enjoy the outdoor environment. As the wind blows, they blink and put out their tongue. The childminder asks, 'Can you taste the wind on your tongue'? They gaze at the childminder and she gazes back. Older children walk to school daily and often visit local parks and woodland. When walking with the childminder, children explore the natural world identifying colours and flowers.

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need to do better?

n The curriculum is informed by children's interests and the childminder has a clear understanding of what she provides and why. She observes children as they play so that she can identify progress. n The childminder is an inspired and motivated practitioner and has a love of nature and being outdoors. In the last two years, she has developed a new way of working, bringing a calmer environment that focuses on nature and relationships. She is currently developing her knowledge further, to bring about further change and improvement. n Children's learning and engagement are supported by effective resources and real items, such as cups and jugs as well as toys. For example, children improvise using a wooden rainbow as a telephone. n The childminder is emotionally available for the children in her care and sits on the floor with them. Children choose books and the childminder reads to them. She reads with expression and involves each child. However, she does not

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need to do better?

always provide opportunities for children to fully develop their communication skills. For example, the childminder does not consistently leave enough time for children to process the information and respond with their own ideas. n The childminder has high expectations for children's behaviour and conduct. They are beginning to learn about each others' feelings. The childminder encourages children to introduce themselves to visitors and reminds them to say thank you. n The childminder knows the children well and provides sensitive care so that they

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need to do better?

6 July 2022 are safe and emotionally secure. n The childminder offers healthy snacks, and parents are encouraged to send children with a nutritious packed lunch. Children sit at the table while the childminder helps them. However, the childminder does not provide enough opportunities for children to develop their independence skills. For example, she does not always sit with children and support them to choose and serve themselves. n Partnerships with parents are strong. The childminder spends time talking to parents and offers an individual settling-in plan to help children settle with ease. She gathers information about the child and uses this to inform her practice, to support children's individual needs. Parents are unanimously delighted and impressed by the childminding service. They say they are well informed by the childminder and speak of how their children have progressed in her care. The childminder shares information about planning, progress and activities, to make

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need to do better?

links between home and the setting. n The childminder has close links with other professionals and local schools and supports families and continuity in children's learning when they move on to school. n Personal care practices and nappy changing are carried out sensitively to meet the needs of individual children. This builds children's confidence and physical and emotional safety. n The childminder has a clear understanding of the children in her care. She is enthusiastic and motivated and has completed the necessary training to support and develop her practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes relevant training and ensures that her family support her to implement her safeguarding responsibilities. The childminder understands how to identify possible signs and symptoms of abuse and how to make a referral to relevant agencies. The childminder records accidents and injuries accurately and makes constant risk assessments of the children's activities. The childminder is aware of safeguarding issues, such as the 'Prevent' duty and county lines recognising that these are relevant to her role.

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should:

n provide children with more opportunities to process information and respond with their own ideas, to support their communication skills n extend opportunities for children to fully develop their independence skills.

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Setting details

Unique reference number EY263156 Local authority Rotherham Inspection number 10117349 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 12 Date of previous inspection 27 January 2016

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Information about this early years setting

Blooming Kid's Childminding Services registered in 2003 and is in Whiston, Rotherham. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two, three, and four-year-old children. The childminder follows the Hygge educational philosophy.

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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 inspector and the childminder completed a learning walk across all areas of the setting to understand how the early years provision and the curriculum is organised. n The inspector held a number of discussions with the childminder. n The childminder showed the inspector a selection of relevant documents relating to suitability and training. n The inspector observed children in the setting both indoors and outdoors. n The inspector observed interactions between the childminder and the children. n The inspector spoke to children during the inspection. n The childminder shared written feedback from parents with the inspector.

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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

6 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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