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

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The provision is good

Children are happy as they cuddle the childminder and ask her to play. They are confident as they explore the resources at the setting. Children independently play with musical instruments. They bang a drum and hide dolls underneath, commenting on what they are doing. Children ask the childminder to reach toys, such as a doll's house. They explore relationships with the dolls, talking about friendships. Children develop their imagination. For example, they care for the dolls as they pretend to feed and rock them to sleep in the pram.

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The provision is good

Children feel safe as they share their thoughts and ideas with the childminder. They name the colours of blocks and receive lots of praise from the childminder. Children happily clap their own achievements, saying, 'I did it'. They are very polite and say, 'thank you' and 'you are welcome'. Children share spoons and eggs as they scoop beads into them and say 'shake it'. They watch the childminder use tweezers to pick the beads up and have a go by themselves. The childminder communicates well with children using gestures and words. Children enjoy sitting with the childminder to read a story together. They laugh as they jump around like hopping rabbits, as they sing songs. The childminder helps children to listen for environmental sounds, such as an ambulance driving past. This supports children's communication skills by listening with attention.

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need to do better?

n The childminder knows children well. She has clear goals for their future learning and their individual next steps in learning. The childminder chooses toys and activities which follow children's interests. Children engage for long periods and enjoy developing in their learning. n The childminder focuses on children's communication and language. She adapts her practice to ensure that all children, including those with special educational needs and/or disabilities (SEND), are fully included. For example, the childminder teaches all children signs so that they can communicate together. She reads stories and sing songs to engage children and support their language development. n The childminder works with professionals on a multi-agency approach. She includes targets from professionals into her plans for what children need to learn next. The childminder uses funds, such as the Disability Access Fund, to

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need to do better?

enhance the resources for children with SEND, as advised by occupational health therapists. n Children are happy and confident to explore. They interact with the childminder and visitors well, sharing their knowledge of colours. Children are proud of their achievements, clapping themselves when they find the correct matching bear. Children feel safe and valued to share their thoughts.

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need to do better?

24 March 2023 n The childminder uses words, such as 'big' and 'small', to help children to understand mathematical concepts. However, she does not provide consistent opportunities to include more counting and use of number in activities, so that children can embed their mathematical knowledge. n Children's behaviour is very good. They are polite and respectful. Children ask if they can use tools, such as tweezers, throughout the day. The childminder models good behaviour and how to share with children. n Parents are complimentary about the service which the childminder provides. They are very pleased with how the childminder meets their children's needs. This supports children to enjoy going to the childminder's setting. The childminder shares information about the activities children have done during the week, so that parents can be involved in their development. n Children are encouraged to be independent. They learn to use their cutlery and

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need to do better?

put their plates in the sink. Children access the toys by themselves and choose what to play with. The childminder supports children's learning through their interests and encouraging them to make choices. n The childminder has resources which promote diversity, such as books and dolls. However, the childminder does not consistently expand children's understanding of cultures, diversity and experiences within wider society. n Children's physical skills develop well. The childminder supports children's fine- motor skills. For instance, children use tweezers and tools to scoop and pour with. They enjoy drawing and colouring with felt-tip pens. Children enjoy walks to the park and playing on the playground. This helps to support their gross- motor skills.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has good safeguarding knowledge. She is aware of the various local issues, such as county lines. The childminder is knowledgeable about the signs of abuse and how these may differ for children with SEND. She knows of local services she can access to help families when required, such as food banks. The childminder makes adaptations to the home. For example, she has added a more secure door lock, to keep children safe and secure. The childminder shares ideas with parents so they can safeguard their own home.

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should:

n develop the use of mathematics throughout activities to embed children's learning n expand children's understanding of diversity and cultures so that they learn about wider society.

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Setting details

Unique reference number EY431453 Local authority Doncaster Inspection number 10280223 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 6 Number of children on roll 7 Date of previous inspection 26 September 2017

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Information about this early years setting

The childminder registered in 2011 and lives in the village of Woodlands near Doncaster. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children and holds an appropriate childcare qualification at level 3.

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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 setting. n The childminder and the inspector discussed how the childminder organises their early years setting, including the aims and rationale for the curriculum. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of a communication and language

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Inspection activities

activity with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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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.

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Inspection activities

24 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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