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

Children in this setting are safe, happy and engaged. They choose from books, toys and role-play resources as they arrive and settle. Children develop a love of books and reading. They choose their favourite books from a basket and sit, turning the pages and pointing to characters. Children handle books with care and return them to choose another. The childminder reads children a familiar story about a pirate and a pig. The youngest children point at the pages and practise repeating sounds and words.

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The provision is good

The childminder promotes children's healthy lifestyles in all aspects of her setting. Children wash their hands and examine different fruits. They use magnifying glasses to explore the colour and texture of fruit and vegetables. Children take it in turns to use a special knife to chop the fruit for snack. The childminder supports all children to participate and praises them for their achievements. Children eat together at the table and use vocabulary such as 'bumpy' and 'juicy' to describe the fruit. The childminder skilfully extends children's learning with a story and puzzles about fruit.

p.2

The provision is good

The childminder supports children to learn through play as they experiment, repeat and practise key skills. The childminder uses children's experiences and information from parents to make links to the curriculum. For example, she talks to children about the dentist. Children look at their teeth in little mirrors, listen to a story about visiting the dentist and use real toothbrushes and toothpaste to clean model teeth.

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need to do better?

n Children enjoy physical play each day in the well-equipped garden, where they can climb, play in water and ride bicycles and push-along cars. Children take daily trips to school and weekly visits to local playgroups. n The childminder identifies children's starting points in learning during settling-in visits and gathers information from parents. She uses lots of strategies to communicate with parents, including daily conversations, an online app, and sharing messages and photos. n Children have a good relationship with the childminder. They know and trust her well. The childminder has developed strong partnerships with parents. Parents say that they are lucky to have the childminder and that she develops positive attachments with their children. Parents comment that their children are safe, well cared for and excited to see the childminder. n The childminder is vibrant and enthusiastic. She follows children's lead and uses

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need to do better?

every opportunity to extend their understanding and vocabulary by asking questions. However, the childminder sometimes fills the gaps in conversation.

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need to do better?

1 February 2023 This means that she does not consistently give children sufficient time to think, process and respond with their own sounds and words, to extend their communication skills further. n The childminder knows children well and recognises their interests and learning styles. Children explore shape, size and numbers using real objects, such as bangles, curtain rings and pasta. The childminder recognises the possibilities and learning objectives in the tactile activities that she offers. n The childminder is ambitious for each child and celebrates their success. She completes the progress check for children aged between two and three years and chooses to keep a summary of learning and development for each child. The childminder shares this with parents as an opportunity to recognise change, notice children's progress and identify what they need help with. n The childminder is sensitive and respects individual children and their needs. She

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need to do better?

identifies when children need support and shares information sensitively with parents, other professionals and school. The childminder has identified that children's language and vocabulary are an area of focus. She is committed to developing this through her own professional development. n The childminder is well organised and plans activities to meet the needs of the children and the curriculum. She designs the routine to include activities at a time of day when children are settled, engaged and ready to learn. The childminder promotes diversity and inclusion through the resources, books and activities she selects.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder can identify the types of abuse and recognise the possible signs and symptoms of abuse. She has a clear policy to support her practice, and this is shared with parents. The childminder knows where to get more information and support. She understands how to make a referral about a child or adult. The childminder receives regular updates from local safeguarding partnerships. She has an evacuation procedure for the setting. The childminder keeps accurate records of accidents, incidents and existing injuries. She monitors and checks sleeping children regularly.

p.3

should:

n leave more time during interactions for children to think, process and respond with their own words.

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Setting details

Unique reference number EY486289 Local authority Rotherham Inspection number 10264784 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 3 Number of children on roll 16 Date of previous inspection 26 June 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Thorpe Hesley, Rotherham. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder 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 childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector around the areas used for childminding and explained how the early years provision is organised. n The inspector held a number of discussions with the childminder. n The inspector looked at relevant documentation. n The inspector observed play and interactions between children and the childminder. n The inspector took account of the views of parents through their written feedback.

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Inspection activities

1 February 2023 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

1 February 2023 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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