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 demonstrate, by their friendly behaviour, that they feel safe and happy in the childminder's setting. They readily explore the resources that are available and especially enjoy playing in the well-equipped garden. The childminder has a flexible approach when children are going to start, giving them enough time to feel settled. This supports their emotional well-being effectively, and parents are confident to leave their children in her care. The childminder continues to work very closely with parents, sharing information about children's development and current interests. The partnerships between home and setting are strong.

p.2

The provision is good

The childminder plans a curriculum that develops children's knowledge and skills. She uses amenities in the local area, such as local groups and the library. Children learn new songs and rhymes in these sessions. The childminder prompts children to recall the songs in the setting. Children select objects from a bag, such as a toy bus and star. They are keen to sing the songs that relate to the objects and remember the associated actions. Children's early language skills are well supported. They learn the meanings of new words and use them confidently as they play.

p.2

need to do better?

n The childminder promotes children's healthy lifestyles. She models how to brush teeth properly, and children demonstrate their toothbrushing skills. The childminder ensures that children can spend time outside being physically active. She prepares meals and snacks that are nutritious. Parents report that the childminder has made positive changes to children's food choices. n Children have good opportunities to learn about features of the natural world. The childminder draws their attention to different plants and animals as they go on walks in local woods. Children collect natural resources, such as fallen leaves, to bring back to the setting, and the childminder incorporates them into their play activities. Children learn the names of resources and continue to explore their features and properties. n The childminder works well with other settings that the children also attend. She shares relevant information to provide a consistent approach to children's care

p.2

need to do better?

and learning needs. The childminder uses this information very effectively, for example, to support children in developing their early reading skills. n The childminder teaches early mathematical skills as she plays with children. Children sort and match collections of toy fruits and vegetables. The childminder asks children to copy her as she counts the different groups which they have sorted. Children listen carefully and show a sense of pride when they say the numbers in the correct order. n The childminder plans opportunities for children to develop their problem-solving

p.2

need to do better?

21 October 2022 skills. However, at times, she shows children how to do things before they have time to explore their own ways to find a solution. Consequently, children do not consistently try out their own ideas to discover what works well. n Parents express very positive views about the childminder's setting. They know that their children are happy and enjoy the different activities that are planned. Parents describe the progress children have made in their social skills and language development since attending the setting. They praise the different ways that the childminder keeps them informed about their children's achievements. n The childminder uses her assessments of children to ensure that they are meeting their developmental milestones. This includes sharing the statutory progress check for children aged between two and three years with their parents. The childminder has attended training on supporting children with

p.2

need to do better?

special educational needs and/or disabilities. She understands the importance of working with parents and professionals to help children who may need additional support to access the curriculum. n The childminder is proactive at evaluating her practice. She is committed to enhancing her understanding of children's learning needs. The childminder identifies that the COVID-19 pandemic has had an impact on some children. She has focused her planning on supporting these children, particularly in their social development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder recognises the signs that would cause her to be concerned about a child's welfare. She accesses regular safeguarding training to keep her knowledge current. The childminder knows who to contact with any concerns and keeps all contact details accessible. She makes sure that her setting is safe for children. The childminder follows her policies and procedures and ensures that they are meeting current requirements. She teaches children about keeping themselves safe when they go out on visits, for example when crossing roads. All adult family members have been checked for their suitability.

p.3

should:

n give children sufficient time to test their own ideas when solving everyday problems, in order to build their confidence and independence further.

p.3

Setting details

Unique reference number EY482377 Local authority Doncaster Inspection number 10229707 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 6 Number of children on roll 11 Date of previous inspection 15 November 2016

p.4

Information about this early years setting

The childminder registered in 2014 and lives in Doncaster. She operates all year round, from 7am to 5pm on Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate childcare 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 and the inspector completed a learning walk at the start of the inspection, to discuss and observe how children's learning, development and safety are promoted. n The inspector and the childminder completed a joint observation and evaluated the impact on children's learning and development. n The inspector spoke to parents to gain their views on the childminder's setting. n The inspector looked at documentation, including evidence of the suitability of the childminder and members of her family.

p.4

Inspection activities

21 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

21 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