Childminder in Sheffield

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 comfortable, settled and content in this homely environment. The childminder provides space for children to play and resources for them to choose from. Children follow their interests. For instance, they choose toy vehicles to play with, using a road mat to line up the vehicles and push them around the sofa. The childminder tunes in to children's emerging language and repeats back what they say. She models the correct words, such as 'red car'. The childminder recognises what children should learn next and incorporates this into their play by introducing counting and colour recognition.

p.2

The provision is good

Children choose when they are ready for lunch. They select plates and bowls from the cupboard and excitedly gather at the fridge to collect their lunch boxes. Children's behaviour and attitudes are good. They show kindness and are reminded to say 'please' and 'thank you'. The childminder supports the development of children's healthy lifestyles. Children are supported to wash their hands and to eat a varied diet. Parents say that their children try a variety of fruit and vegetables with the childminder. The childminder sits at the table with children. Children choose where to sit and playfully practise their vocabulary by naming fruits in their lunch boxes.

p.2

need to do better?

n Children spend time outside each day in the fresh air and in the garden. Each day, children walk to school. On the way home, younger children enjoy exploring in the community with the childminder. They visit shops, post letters, say 'hello' to people they meet and spend time watching vehicles on a building site. This helps children to learn about the world around them. n The childminder shapes her curriculum on children developing a sense of community and getting ready for school. She supports children to adopt values by consistently modelling good behaviour, such as sitting together at the table and listening to each other. n The childminder offers settling-in visits for children and families so that they can develop good parent partnerships from the start. She spends time getting to know families and finding out about children's pets, grandparents, routines and preferences, to help them to settle.

p.2

need to do better?

n The childminder shares information with parents during conversations. She uses an app to send photos and messages during the day. Parents say that they value this feedback, especially when their children are settling in. They speak positively about the support they receive from the childminder. They say that she is reliable, flexible and supportive. Parents welcome the daily feedback and appreciate the healthy food options for their children. n The childminder observes children to identify their starting points in learning,

p.2

need to do better?

27 February 2023 interests and the progress they make. She carries out the required progress check for children aged between two and three years and shares information with parents sensitively. The childminder chooses to keep a folder of each child with photos and their achievements to share with parents. n The childminder develops links with other professionals to support cross-agency working. She spends time each week with another childminder so that children can socialise in a larger group. The childminder knows where to get advice and support, and she welcomes children with special educational needs and/or disabilities and special dietary requirements. The childminder evaluates her practice and identifies areas that she would like to learn more about, such as gender awareness and sign language. n Children feel safe and confident to ask for help. However, sometimes, the childminder is quick to offer help without giving children more time to think,

p.2

need to do better?

experiment and develop more independence. n The childminder has completed online training, including safeguarding children and autism spectrum disorder awareness. She uses some sign language to communicate with very young children. The childminder recognises the value of this and plans to extend this to further support children's communication and language development. n The childminder has close connections with staff at the local school. She shares their community ethos and supports children's smooth transitions on to school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows the types of abuse and recognises the possible indicators of abuse. She has a safeguarding policy and displays relevant contact numbers. The childminder receives regular updates from the local safeguarding partnership. She keeps an accurate register of children's attendance and precisely records information about medication and accidents, which she shares with parents. The childminder carries out thorough risk assessments, including for children being around the family dog.

p.3

should:

n offer children more time to think, to solve problems for themselves and develop their independence n focus professional development even more closely on supporting children to develop their communication and language skills.

p.3

Setting details

Unique reference number EY485280 Local authority Sheffield Inspection number 10276459 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 3 Number of children on roll 12 Date of previous inspection 17 July 2017

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Bradway, Sheffield. She operates all year round from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays.

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 showed the inspector the areas used for childminding and explained how her early years setting is organised. n The inspector held discussions with the childminder during the inspection. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector observed children playing and interactions between the childminder and the children. n The inspector took account of written feedback from parents.

p.4

Inspection activities

27 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

27 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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