Childminder in Sheffield

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children are consistently keen to play and learn. They excitedly explore a variety of books. Children listen carefully to music and dance enthusiastically. They watch the childminder intently when she fits the train track together and try hard to continue to build the track. When the childminder encourages children to put the toys away, they listen carefully and respond. Children are kind to each other. They share and cooperate. Children enjoy helping each other and care about each other. They communicate confidently and enjoy each other's company.

p.2

The provision is good

Older children hold thoughtful conversations with the childminder. Relationships between the childminder and the younger children are sensitive and responsive. The childminder acknowledges all children and praises them appropriately. Children enjoy thinking and working things out when the childminder asks them open-ended questions.

p.2

The provision is good

Children excitedly recall their past experiences. The childminder reminds children of a visit to a museum. Children remember they had the opportunity to climb aboard emergency vehicles, try on uniforms and handle real equipment. When children choose to play with the toy trains, the childminder talks to them about when they travelled on a train locally and went for a picnic.

p.2

need to do better?

n The curriculum is well planned and sequenced to meet children's different stages of development. For example, the childminder shares a book that has pictures of animals and music. Children respond to familiar songs in ways that are appropriate for their age and stage of development. Younger children explore the book and animals, and older children choose to move like an animal. n Children benefit from meaningful learning across the early years foundation stage. However, their understanding of early mathematical concepts is not always fully supported. For example, when children paint their hands and make prints on paper, the childminder does not consistently use mathematical language. n The childminder uses her assessments well to check what children know and to inform her teaching. She is aware of local services that can support children when needed. n Children are encouraged to tidy up in a variety of ways throughout the day. For

p.2

need to do better?

instance, the childminder sings a tidy-up song. She encourages and shows the youngest children how to put the toy bricks into the basket. The childminder has high expectations for children's behaviour and conduct, which are applied consistently. n The childminder encourages children to think carefully and work things out. For

p.2

need to do better?

16 March 2023 example, she looks for the box of books with children. The childminder shakes a box and asks the children if they can hear it rattle. When it does not rattle, children agree the box must contain books. n Children are very eager to take part in the experiences they are offered. When children paint, they are confident and keen to explore the paints and talk about how they feel on their hands. Children excitedly talk to each other about how the brush tickles their fingers. They have very positive attitudes to their play and learning. n The childminder uses the curriculum well to enhance opportunities available to children. She ensures that all children have rich experiences. For example, children visit museums and zoos and travel on trains and trams. The childminder takes children to the local library. Children choose books together and share them in the setting, which helps to support their love of reading.

p.2

need to do better?

n The childminder focuses on improving her knowledge. For example, she is keen to schedule a training day for herself, to build her practice and subject knowledge further. The childminder reflects on her practice. For example, she plans to develop a transition summary to share with parents and other settings which children attend, to support and extend children's learning further. n Partnerships with parents are strong. The childminder shares information with parents daily. For example, she uses a book to share information about their child's progress and encourages parents to contribute. This helps parents to be involved in their children's learning. n Children form secure attachments with the childminder. For example, when children start at the setting, they visit with their parents. When children are settled, they come to the setting on their own for short lengths of time. This helps to promote children's emotional security.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder works closely with families and has a good knowledge of how to recognise when situations should be monitored. The childminder is knowledgeable and confident in identifying any signs of abuse in the home. She is aware of situations that may happen out of the home where children may be at risk and the procedures to follow in response. The childminder knows what to do if she is concerned about adults who may be a risk to children. The childminder is aware of who to contact if any family needs support.

p.3

should:

n support children's understanding of early mathematical concepts through the activities and experiences being offered.

p.3

Setting details

Unique reference number 2611266 Local authority Sheffield Inspection number 10262898 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 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2020 and lives in Sheffield. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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 spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact this has on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with key documentation on request. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum.

p.5

Inspection activities

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.5

Inspection activities

16 March 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

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

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