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 Good

p.1

The provision is good

Children are happy and settled. There is a dedicated space for them to play, which is well organised, with plenty of toys and resources. Children make choices in their learning. They choose which fruit they would like for their snack and choose their own stories. Children have a good relationship with the childminder, which makes them feel safe.

p.2

The provision is good

Children behave well in this setting where there are clear boundaries in place. The childminder has high expectations of children's behaviour. She deals with any incidents swiftly and consistently by talking to children in an appropriate way. For example, the childminder supports children to understand why they should not throw toy bricks inside. Children learn how they should behave and the consequences of their actions.

p.2

The provision is good

Children are encouraged to be independent. They access their own drinks and are supported to put on their own coats. The childminder uses a method to teach the children to put their own coats on at a young age. They attempt to put on their shoes. The childminder offers plenty of praise to children, especially when they put their coat on independently for the first time. This develops children's self- confidence and ensures they are ready for their next stage of learning, such as pre- school.

p.2

need to do better?

n Parents are extremely complimentary. They go out of their way to bring their children to this childminder. Parents are pleased with the progress their children are making and praise the 'homework' books which are sent home weekly. They are happy with the updates they receive throughout the day and feel informed about their children's development. n The childminder knows the children well and completes regular assessments to ensure she can effectively plan and identify any possible gaps in their learning. The childminder liaises with parents to ensure there are swift interventions from external agencies, if necessary. n The childminder requests feedback from parents to seek ways she can improve. She keeps up to date with any changes to practice. She actively looks online for new ideas of how to further develop her provision. She has attended recent training courses that are relevant. There is a focus to identify any future

p.2

need to do better?

development opportunities which are applicable to the children she is caring for. For example, she has recently attended training on how to support children with toilet training. n The childminder introduces children to new words. For example, when looking at a selection of pumpkins, she extends on the type of pumpkin, such as

p.2

need to do better?

18 October 2022 'munchkin' and 'ghost'. However, occasionally, the childminder uses words such as 'handies' rather than 'hands', which does not help children to learn the correct pronunciation of words. n Children enjoy dressing up. There are a variety of outfits for children to choose from. However, at times, the childminder uses words, such as 'policeman' and 'fireman' rather than 'police officer' and 'firefighter'. This does not teach children the correct terminology. n The childminder gathers detailed information from parents when children start. She builds on this through her own observations to plan a well-designed, ambitious, educational programme for the children. The childminder takes the children on outings to local libraries, art galleries and museums. This gives children an opportunity to have new experiences. The childminder ensures these outings are fully risk assessed and puts clear boundaries in place for the

p.2

need to do better?

children. n The childminder uses every opportunity to embed mathematics. For example, children are supported to count the bricks as they put them away. The childminder talks about the size of the pumpkins and if they are 'heavy', 'big' or 'small'. They compare the sizes and place them in size order. This supports even the youngest children to understand mathematical concepts. n Children enjoy listening to stories while they eat snack. The childminder talks to the children about animals in the story. She uses this as an opportunity to talk about previous outings. For example, the childminder talks to the children about the day they went to visit penguins. This supports the development of children's memory as they recall previous learning and experiences.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is aware of the signs and symptoms that may suggest a child is at risk of harm from abuse. She understands the local safeguarding procedures and how to raise a concern. The childminder has recently completed safeguarding training to ensure she is up to date with any changes. She is aware of safeguarding issues such as female genital mutilation, the 'Prevent' duty and domestic abuse, and understands how to keep children safe online. The childminder has a good understanding of how to keep children safe within her home and on outings. She encourages children to help to tidy away toys to minimise hazards to their health and safety.

p.3

should:

n ensure the correct use of words to further extend children's language skills n use the correct terminology when referring to job roles.

p.3

Setting details

Unique reference number EY472299 Local authority Doncaster Inspection number 10229674 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 5 Number of children on roll 6 Date of previous inspection 5 January 2017

p.4

Information about this early years setting

The childminder registered in 2013. She lives in Norton, Doncaster. The childminder offers care from 8am to 5.30pm, Monday to Thursday, all year round.

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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

18 October 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.

p.4

Inspection activities

18 October 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6