Stewart, Sarah Jayne

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

Children show how they can use their imagination. For example, they make items such as an aeroplane and a bridge from building blocks. Children use toy cars to knock the blocks over and to weave in and out of the spaces they have created. They talk about their home life and the 'blue car' that their parent drives. The childminder and her assistant enhance children's role play through discussion. For instance, they talk about real-life events, such as trips to the petrol station for fuel. Children also show their understanding of people that may help them, such as a doctor if there is an accident. The childminder and her assistant model play well and sensitively join in to help children elaborate their imaginary ideas.

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The provision is good

The curriculum to support children's personal and emotional development is very good. There is a strong focus on friendship, kindness and respect for others. Children learn how to express their feelings and talk about what may upset them at times. They share good-news stories with the childminder and her assistant, such as when their friends share toys with them. Children show how they feel happy and safe. They receive lots of praise for their good behaviour. The childminder has high expectations for children's learning.

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need to do better?

n The childminder and her assistant know children well. They plan experiences that link to children's individual needs, interests and next steps in learning. Children enjoy their time at the childminder's and remain engaged in activities for a good period. Children learn the skills they will need for their future education. n Children enjoy looking at books with the childminder. Young children repeat words, such as 'cow', and make animal sounds. Young and older children have a go at copying letters from their name. Children enjoy songs and nursery rhymes, and they copy actions. They use hand gestures together with spoken words as an alternative way to communicate with their friends. Children develop good early literacy and communication skills. n Children are consistently encouraged to do things for themselves. For example, they put on their own shoes and coat for outdoor play, with support where needed. Children get a chair from the small stack at mealtimes and replace them

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need to do better?

when they have done eating. They have time and receive encouragement to undertake these tasks successfully. n The childminder offers outdoor play in all weathers. Children wear waterproof clothing and appropriate shoes. They scream with excitement as they run around with their friends and ride wheeled toys. Children show how they can listen as the childminder issues instructions. For example, they stand on their tiptoes as they play the game 'Simon Says'.

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need to do better?

17 November 2022 n Children visit the local allotment, where they grow herbs such as garlic. They see soldiers dressed in their uniform in the local community on Remembrance Day and learn about this special event. Children visit the nearby library to listen to stories. They go on autumn treasure hunts and collect natural things. Children learn about important members of society as well as the natural world. n Children count confidently from one to seven as they line up their building blocks. They hear mathematical words to describe size, such as 'massive' when they build an aeroplane wing. Children look for numbers as they go out in the community. They sing counting songs and number rhymes. The curriculum supports children's early mathematical development well. n The childminder has completed several online courses to enhance her professional development. She also plans to undertake further face-to-face

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need to do better?

training. However, there is less focus on the childminder's assistant's professional development. The childminder and her assistant talk about their teaching practice to quickly identify where to improve individual practice. However, this is not yet fully embedded to ensure a consistently high standard in the teaching of the curriculum. n The childminder works in partnership with parents well. She provides feedback and information to parents about their child's learning and how they can support this further. For example, the childminder provides leaflets about how parents can support their child's independence at home. Parents describe the childminder as 'great' and say they are happy with the care and learning she provides to their children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has completed several online child protection courses. She and her assistant have a good knowledge of the possible signs and symptoms of abuse. The childminder has a secure understanding of safeguarding issues, such as domestic abuse, county lines and female genital mutilation. She knows the procedure to follow in the event of an allegation against herself or other household members. The childminder and her assistant know the possible signs that may show that a child or family are at risk from extreme behaviours. They know how to report any concerns about a child's welfare and the agencies to consult with to keep children safe from harm.

p.3

should:

n consider assistants' professional development to help build their knowledge consistently over time n embed the system for monitoring each other's practice to ensure teaching is

p.3

should:

17 November 2022 consistently of a high standard.

p.3

Setting details

Unique reference number EY485170 Local authority Doncaster Inspection number 10236597 Type of provision Childminder

p.5

Registers

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

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inspection

Total number of places 12 Number of children on roll 20 Date of previous inspection 6 October 2016

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Information about this early years setting

The childminder registered in 2015 and lives in Mexborough, South Yorkshire. She operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder works with assistants. She provides funded early education for two-, three- and four-year-old children.

p.5

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 and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector during the inspection. 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 Parents shared their views of the childminder with the inspector.

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Inspection activities

17 November 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

17 November 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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