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 benefit from a wide range of activities and play opportunities that are well presented. Those that are out of reach, are easily identified with pictures and labels. This helps to promote their independence and choice, as well as their reading skills. Children's imagination is encouraged by the childminder. She knows what children like to do and makes sure that she has the resources and equipment to support their interests. For example, children select a range of materials the childminder has made available to make a den. They carefully cut out signs with familiar comic-book words, such as 'zap', 'wham' and 'boom' and stick them on the den walls.

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The provision is good

Babies are happy and settled. Their emotional well-being is supported well. They snuggle with the childminder as they wake from a restful sleep. As babies look around, they smile. This shows that they feel safe. Babies confidently explore the environment and find one of their favourite toys, a xylophone. They sit down and begin making sounds. They look up and show they are pleased with the praise and encouragement they receive. Children burst into song when they sit on a seesaw, and they are very pleased when the childminder joins in.

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need to do better?

n The childminder is clear about her education programme. She explains the different learning needs of individual children and how she plans for what they need to learn next. For example, listening skills and the correct pronunciation of words they use. n The childminder talked about the different courses she has attended. These include a course about Romany Gypsies not getting into education and one on 'Boys and biros'. The childminder made good use of one of the strategies from the latter. She taped paper underneath a table and left mark-making equipment there. As a result, boys who were not interested in writing, now go under the table to write and draw. n The childminder has good partnerships with parents. She obtains information about what children can do before they start. The childminder quickly builds on this early relationship and establishes a regular exchange of information about children's development, through regular conversations.

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need to do better?

n The childminder holds regular meetings with her assistant. They work very well as a team and discuss the progress of all the children. They agree on what the children need to learn next and plan activities around those needs. n Children, new to the setting, settle very quickly. They are confident and quickly familiarise themselves with what is available. This is because the childminder puts a lot of effort into finding out what their interests are, and what they like to do.

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need to do better?

27 July 2022 n Children follow good hygiene practice. They wash their hands independently throughout the day after using the toilet, and before and after eating. n Parents have high regard for the childminder and her assistant. They comment that 'children are content', and are developing into 'confident and self-assured' children. They add that they have 'no doubts that their children will be ready for school'. n The outdoor areas are well thought out. For example, there are areas where children plant and grow potatoes, herbs and carrots. There is a selection of 'sit- and-ride' equipment and a kitchen area that promotes role play. Children find a home-made set of weighing scales. They spend time levelling the buckets by adding and removing rocks and hero figures. n There are photos and records of children taking part in a wide range of activities. For example, they explore different textures, do finger painting and

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need to do better?

model making. They visit farms, parks and woods. These are regularly shared with parents. n Children are motivated and interested learners who make good progress. The childminder and her assistant time their interactions with children well. They question children who think about what is being asked, before they answer. However, questions are not always specific enough to achieve the rapid, exceptional progress intended. For example, staff are not consistent in perfecting children's pronunciation and listening skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant understand the procedures they must follow should they feel a child is at risk of neglect or abuse. They know the difference between the roles of the local authority designated officer and social care. This means that any concern about a child will be addressed quickly. The childminder and her assistant are aware of the 'Prevent' duty and why it is in place. For example, they know it is to help protect children from radicalisation and extremism, and to keep children safe.

p.3

should:

n re-evaluate the delivery of the educational programmes to ensure that children are highly challenged and make more rapid progress.

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Setting details

Unique reference number EY331693 Local authority Rotherham Inspection number 10117399 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 13 Date of previous inspection 16 June 2015

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Information about this early years setting

The childminder registered in 2006 and lives in the Kimberworth area of Rotherham. She operates all year round from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 3 and sometimes works with an assistant.

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Inspection activities

n This is the first routine inspection the provider received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector observed the quality of education during activities and she assessed the impact this has on children's learning and development. n The childminder discussed her curriculum and what she wants children to learn. n The childminder discussed the intended outcome for children in a planned activity with children. n The inspector looked at relevant documentation, and evidence of the suitability of staff working in the setting. n The inspector spoke with children and parents and took account of their views.

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Inspection activities

27 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

27 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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