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 Good

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The provision is good

The childminder is welcoming and has a sense of ease with the children. They are emotionally secure in her company. The childminder follows children's interests and identifies activities, which engage children while they settle. Children make worms with play dough and the childminder reminds them of a song they are learning. She sings about a worm at the bottom of the garden, repeating words and using sign language as she encourages the children to join in.

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The provision is good

As children play the childminder interprets and models words to extend their vocabulary. For example, children point and say 'nee naw', and the childminder says, 'fire engine'. She is calm and constant. Behaviour and attitudes are good. Children feel valued and are gentle and kind towards each other. The childminder calmly asks children to 'give it back', and the children follow her lead.

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The provision is good

The childminder gathers information from parents before children start. She speaks daily with parents and shares updates through an app, and this is complemented with texts and messages. The childminder has close links with other childminders. They meet almost daily and visit facilities, such as community toddler groups, parks, woods and a 'sing and sign' group. The childminder also regularly takes children on visits and outings further afield.

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need to do better?

n The childminder enjoys the company of the children and sits among them as they play. She reads stories joyfully, and the children take it in turns to press buttons that make sounds. The childminder gives children space and time to respond and makes sure they get a turn. She respects children and listens as they tell her about a trip to a wildlife park and a hotel. n The childminder is calm and peaceful and spends time getting to know individual children. She intuitively develops a challenging curriculum and recognises the importance of making activities appropriate. She explains that this takes careful judgement as children settle. The childminder offers activities to meet and extend individual children's needs. However, she occasionally has a planned outcome for activities for children. For example, she presents children with a range of play dough resources, including biscuit cutters, and directs them how to

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need to do better?

use these. This can restrict children's ability to use materials and express themselves creatively. n The childminder builds on what children know, gradually extending their understanding. She is sensitive to the needs of each child and follows their pace while they settle in. An example of this is the childminder having the cars out on the carpet and expanding the activity by putting the cars in the sandpit. n Children are supported to choose their name tag and put it on the picture of the

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need to do better?

26 September 2022 house to say that they are here. The childminder uses some sign language in songs and shares this when saying 'please' and 'thank you'. n Children spontaneously help to tidy up and the childminder thanks them. They carry a box of flannels and know where things belong. This gives children a sense of belonging within the childminder's home. n The childminder provides a healthy snack and lunch for the children. They are helped to wash their hands and they eat together at the table. The childminder supports children to remove their dummies and put them away so that they can speak freely and extend their vocabulary. n The childminder is affectionate and ambitious about the children in her care. She recognises their interests and strengths and uses these to narrow any possible gaps. She uses familiar rhymes and stories, such as 'Dear Zoo', to create opportunities to repeat vocabulary and identify animals.

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need to do better?

n Parents say they could not be happier with the service. Parents appreciate the understanding and empathy that the childminder shows towards them. The childminder shares information and ideas with parents, such as links to familiar songs to build connections with families. n The childminder has strong links with other professionals, the local school and early years support within local authority. These networks inform her practice and she utilises their ideas for sharing information with parents. An example is the transition questionnaire shared with new parents. The childminder also develops her knowledge by participating in training and webinars with a variety of online providers. n The childminder has a good knowledge of children with special educational needs and/or disabilities and is able to support children and help families to access support from other agencies. The childminder offers initial settling visits

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need to do better?

on quiet days and gradually extends this to suit the needs of each family.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of safeguarding. She knows the different types of abuse and can recognised possible signs and symptoms of abuse. She knows how to make a referral and who to go to for guidance. The childminder keeps an accurate register of attendance. She has clear procedures for keeping children clean and safe, including washing hands regularly and using a safety gate. The childminder carries out regular fire drills.

p.3

should:

n plan further opportunities for children to freely explore materials in their own, unique way.

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Setting details

Unique reference number EY479493 Local authority Rotherham Inspection number 10229687 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 15 Date of previous inspection 10 October 2016

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Information about this early years setting

The childminder was registered in 2014 and lives in Aston, Sheffield. She works term time, Monday, Tuesday, Wednesday and Thursday, from 8am until 5.30pm. 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 childminder 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 childminder showed the inspector the areas used for childminding. n The inspector observed the children and the childminder. n The childminder showed relevant documents. n The childminder and inspector discussed how the setting is organised to meet the needs of children.

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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

26 September 2022 26 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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