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 Inadequate

p.1

The provision is good

The childminder provides a stimulating, loving and warm environment for the children. She has strong relationships with them and knows them well. Children are confident around the childminder, knowing she is close by. They are happy to talk to visitors, demonstrating how secure they are in the home. Children settle very well. The childminder uses a gradual settling in period for all new children. This also includes home visits so that she can see children in their familiar surroundings. She uses this time to get to know parents and children well.

p.2

The provision is good

Children behave well. The childminder provides them with lots of praise and encouragement for their achievements and for using kind manners. This helps to boost children's well-being and self-esteem effectively. Children develop a good attitude towards learning. They persist at tasks well, supported by the childminder, and show pride in their achievements. For example, when they build the tables for lunch, they talk about which table will be the biggest and which size legs they need to fit. The childminder uses words such as 'bigger', 'smaller' or 'the same'. This helps children to understand mathematical language.

p.2

The provision is good

Children learn to be independent and make choices very well. They wash their hands before meals and snacks, at a child-height sink, and help tidy way the toys to keep their environment safe. Children also choose the activities they want to play with from the labelled boxes or resource board. This promotes confidence and self-esteem well.

p.2

need to do better?

n The childminder has made very good improvements since her last inspection. She has completed a good amount of training to enhance her skills and knowledge of the early years foundation stage. She has then used this knowledge to improve her practice, which benefits the children. The childminder has also reviewed her risk assessments and hygiene practices to keep children safe. Healthy diets are now followed and children learn about food that is good for them through activities and routines. n The childminder has also improved her links with other professionals to support children with special educational needs and/or disabilities. This ensures that all children reach their full potential. n Partnerships with parents are very strong. There are good systems in place to share information with parents about the setting and children's development. Parents receive regular newsletters and ideas on how they can continue their

p.2

need to do better?

child's learning at home. This ensures continuity of care and learning. n The childminder monitors and reviews her practice regularly. She takes into consideration the views of parents and children and acts on any suggestions

p.2

need to do better?

20 September 2022 made. The childminder constantly looks at ways to improve her setting and has plans to introduce a vegetable patch so that children can learn about growth, decay and changes over time. n Children develop their communication and language skills well. They develop an understanding of language when the childminder talks with them about what she and they are doing. She listens to children and develops their pronunciation of words when she repeats words back to them in the correct form. Children also have fun with words when the childminder points out that 'squeezy' and 'squelchy' are fun to say. n The childminder observes and assesses children's development effectively. She uses her knowledge of the children to plan interesting activities based on their next steps in learning and interests. As a result, children make good progress. However, sometimes, adult-led activities are not clearly explained to children.

p.2

need to do better?

This means that children are unsure of what they are going to do and what they are going to learn. This affects their ability to connect ideas to prior learning. n Children develop their counting skills as they count the strawberries on their plate. The childminder encourages them to count how many they have and how many will they have if they eat one more. This encourages early subtraction skills. However, sometimes, the childminder does not give children time to think and answer questions before she moves the subject on. As a result, the learning opportunity has gone. n Children learn to work together and be cooperative as they build a train track. They talk about how the pieces fit together and solve problems as they decide which way the track needs to go to make it longer. This enhances their thinking and personal skills. n Children develop a good understanding of how to keep themselves safe and healthy. They learn about germs and why they need to wash their hands. For

p.3

need to do better?

example, children have observed how bacteria grows on bread and how this relates to the unseen germs on their hands.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a strong understanding of her role and responsibility in relation to child protection and safeguarding. She has all statutory policies in place and has clear procedures in the event of a safeguarding concern. The childminder understands her child protection procedures, including broader safeguarding issues that may have an impact on children. She has an appropriate understanding of the possible signs that a child may be at risk of harm or abuse. The childminder knows how to respond if an allegation is made against her. She maintains accurate records of attendance and records relating to children's health.

p.3

should:

20 September 2022 n help children make links with their prior leaning and explain to them what they are going to do and what they are going to learn from the adult-led activities provided for them n strengthen children's thinking and problem-solving skills and give them more time to think and respond to questions before moving on.

p.3

Setting details

Unique reference number EY490049 Local authority Leeds Inspection number 10245375 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 20 May 2022

p.5

Information about this early years setting

The childminder registered in 2015 and lives in Leeds, West Yorkshire. She operates from 7.30am to 6pm Monday to Friday all year round, except for family holidays and bank holidays. The childminder provides funded childcare for two-, three- and four-year-old children.

p.5

Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector discussed 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.

p.5

Inspection activities

20 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

20 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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