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

The childminder is welcoming, affectionate, calm and relaxed. She spends time settling children in and getting to know them well. The childminder is sensitive to individual children's needs and enjoys their company. She speaks softly and uses language to nurture children's trust and confidence. The childminder organises the setting to reflect children's interests. She spends her time engaged in interactions with children. The childminder observes what children know and can do, to identify their next steps in learning. She has high expectations for each child and encourages children to engage in activities that will support learning in specific areas. The childminder's interactions leave space for children to process and respond. Children make consistently good progress.

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The provision is good

Children develop a love of books and early reading. Even the youngest children explore books, handling them and trying to turn the pages. The childminder uses nappy changing as an opportunity to connect and build rapport with individual children. She gets down to their level asking, 'Shall we change your nappy?' While changing children's nappies, the childminder makes eye contact, narrates in a soft voice saying, 'You're doing a big stretch'. She talks naturally, smiles and makes the most of this opportunity to build children's trust and confidence. Children respond with gurgles and smiles.

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need to do better?

n The childminder has strong links with the local school, where she drops off and collects older children each day. This familiarity helps children to transition to school when they are ready. n The childminder sees the value of following children's interests. She recognises that children learning together is a strategy to engage them in their learning. The childminder explores with children, rather than offering an answer. She plans activities around children's interests and these are sometimes extensions of what older children have explored at school. n The childminder recognises diversity and equality in the community and the wider world. She provides resources and books to extend children's understanding of diversity. The childminder uses resources and scenarios to encourage children to explore diversity together through conversations. n The childminder talks with great affection about the children in her care, saying

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need to do better?

that they are a 'big family'. She encourages children to show respect and look after each other. The childminder values children, and includes them in the planning process. n The childminder uses her observations to identify possible gaps and areas of focus in children's learning. She makes good use of resources to help children to practise new skills. The childminder focuses on small skills with younger children,

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need to do better?

12 September 2022 such as pressing, that will contribute to their wider physical development. n The childminder follows children's interests. For example, when children showed an interest when the Queen died, she prepared a basket of resources for children to explore. Children investigated coins and notes with the Queen on, as well as books, jewels and photos. The childminder used children's curiosity to instigate conversations and introduce new vocabulary. Children asked when the Queen had visited Barnsley. Together with the childminder, they searched the internet to find out more. n The childminder knows about child development and particularly the children in her care. She evaluates and reflects on her practice. The childminder uses this information to develop her setting. However, the childminder does not consistently extend her professional development to support and further develop her good practice.

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need to do better?

n Parents are confident and happy leaving their children in the care of the childminder. They say that their children are excited when they arrive and that they value the information that she shares. n The childminder speaks to parents daily. She shares details of children's nappy changes, sleeping and eating in a written note. In addition, parents and the childminder share regular text messages and telephone calls.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge and understanding of safeguarding. She has undertaken regular safeguarding training and is familiar with the local safeguarding children partnership. The childminder is aware of the possible signs and symptoms of abuse and neglect. She knows how to make a referral and who to contact for support and guidance. The childminder knows how to keep children safe online. Her training has given her an understanding of a range of safeguarding issues, such as the 'Prevent' duty and cuckooing. The childminder keeps accurate records of accidents, incidents and injuries. She completes regular risk assessments and fire drills.

p.3

should:

n further extend professional development to support and develop good practice.

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Setting details

Unique reference number EY476328 Local authority Barnsley Inspection number 10238043 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 6 Date of previous inspection 6 April 2016

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Information about this early years setting

The childminder was registered in 2014 and lives in Worsborough Common, Barnsley, South Yorkshire. She operates all year round, from 7am to 5pm, Monday to Friday, except for family holidays. The childminder holds an appropriate qualification at level 2.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector around the areas of her home that children access. n The childminder explained how the setting is organised and how she plans for children's learning. n The inspector observed interactions between the childminder and children. n The childminder spoke to the inspector about the experiences on offer and her intentions for children's learning.

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Inspection activities

12 September 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

12 September 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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