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

Children develop well in this welcoming, safe and homely environment that the childminder has created. They are very happy, relaxed and content. Children form strong bonds with the childminder and show that they feel safe and secure in her presence. For example, children are confident to explore and happy to talk to visitors. Younger children seek cuddles and comfort from the childminder, as needed.

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The provision is good

Children listen respectfully to the childminder and behave well. The childminder is a positive role model. She has high expectations of children and supports them to develop good manners. The childminder uses clear boundaries with the children. She is quick to respond to behaviour that is not acceptable. For example, children are reminded to share and take turns. Children listen and follow simple instructions, such as bringing their fruit to the table at snack time. They receive meaningful praise for their achievements. This helps children to grow in confidence and develops their self-esteem.

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The provision is good

The childminder supports children to be independent from an early age. They are encouraged to put on their coats and shoes. Children make choices about their learning and select resources themselves. At snack time, children make good attempts to peel and cut their banana independently and butter their toast. This means children develop skills they need and become confident in their own ability.

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need to do better?

n The childminder completes training to maintain her skills and knowledge, to work effectively with children. She reflects on her practice and evaluates the effectiveness of her setting. The childminder liaises with other professionals to share ideas and good practice. She uses what she has learned to improve outcomes for the children. For example, she has recently completed training to strengthen her knowledge in early years and develop her educational programme. n Children go on regular trips in the local community and learn about the wider world. For example, they regularly enjoy trips to the boating lake to feed the ducks. The childminder meets up with other local childminders and their minded children to offer additional experiences. She also attends local playgroups, which enables children to socialise with their peers. n Overall, children make good progress in their communication and language skills. The childminder continually talks with the children as they play, which

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need to do better?

builds on their vocabulary and extends their understanding. All children are confident to express their wants and needs. For example, young children ask for 'more banana' at snack time. However, at times, the childminder does not help

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need to do better?

22 September 2022 younger children to pronounce words clearly so that they are understood, or to help enrich their vocabulary. n The childminder has developed good links with the local pre-school and nursery that are attended by children in her care. She encourages continuity of learning. For example, she gathers information from teachers on what children are working on at school and then plans her activities to support this. This means children develop essential skills in readiness for school. n The childminder provides a broad and balanced educational programme that is based on the children's interests. She has a good knowledge of children's development and assesses their progress to identify what they need to learn next. The childminder carefully plans activities based around children's next steps to build on their knowledge. However, she does not always support children to develop and extend their mathematical knowledge. For example, she

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need to do better?

does not make frequent use of mathematical words or help children to practise their counting skills during play. n The childminder has created an outdoor space where children can practise their physical skills, enjoy the fresh air and explore. For example, younger children scoop sand and search for hidden shells, which develops their smaller muscles. Children access experiences with confidence, excitement and determination. n Partnerships with parents are good. Parents speak very highly of the childminder. For example, they say that she provides a welcoming environment, with lots of varied and enjoyable activities for their children. The childminder shares information about their children's day. However, she recognises that she could do more to maximise opportunities to help parents to build on their children's learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to keep children safe. She knows how to recognise the signs and symptoms of abuse and neglect, and what to do if she becomes concerned about a child's welfare. The childminder understands a wide range of safeguarding aspects, including how to identify possible indicators that families are exposed to extreme views and behaviours. She knows the procedure to follow if there is an allegation about herself or another household member. The childminder supervises children well.

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should:

n make use of opportunities during interactions with children to fully extend their mathematical learning and development n extend the good partnership with parents to provide more opportunities for

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should:

22 September 2022 them to be involved in supporting their children's learning at home n provide experiences to help younger children to develop their communication skills, with a particular focus on the pronunciation of words and extending vocabulary.

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Setting details

Unique reference number 2584095 Local authority Doncaster Inspection number 10220655 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Doncaster. She operates all year round from 7.30am to 5.30pm, 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.

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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 her evaluation of the provider. n The childminder showed the inspector around the areas of her home used for childminding. She explained how she organises the environment and the learning programmes for children. The inspector observed a range of activities and interactions between the childminder and children, to help evaluate the quality of education. n A joint observation was completed by the childminder and the inspector, indoors during a planned activity. n Parents shared their views on the setting with the inspector. n The inspector held a discussion with the childminder in relation to the leadership and management of the setting. She looked at relevant documentation, such as evidence of the childminder's suitability to work with children.

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Inspection activities

22 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

22 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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