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 and settled at this welcoming setting. They are comforted with reassuring cuddles by this warm childminder. Children join in singing and dancing with their friends. They have the opportunity to discuss real-life experiences. For example, when exploring vehicles, the childminder encourages children to observe any similarities with their own cars at home. Children pick up a van and tell the childminder, 'This is like yours'. The childminder then supports pre-school children to play alongside babies and shows them how to roll the vehicles back and forwards.

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The provision is good

The childminder works alongside her co-childminder, who is her mother. They work extremely well together and model a respectful relationship to the children in their care. The childminder maintains a consistent and fair approach in managing children's behaviour. This means that children have a good understanding of her expectations and behave well. Children's unwanted behaviour is managed swiftly and skilfully. Children learn how to lead a healthy lifestyle. They are provided with a balanced and nutritious range of healthy snacks. Children have opportunities to develop their gross motor skills in the setting's outdoor area. They climb on small frames and slide down slides.

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need to do better?

n Parent partnerships are a strength of this setting. The childminder ensures that all parents know what their child's next steps in development are. She provides consistent daily feedback verbally and online. Parents comment that they feel they are leaving their child in 'safe hands' in the care of this childminder. n The childminder has a good understanding of children's development and what skills they need to be ready for school. She regularly assesses children's development. However, the childminder recognises that her curriculum is not always focused on what individual children need to learn next during planned activities. This means that children's learning is not always challenged according to their individual abilities, therefore impacting on their progress. n The childminder places a focus on developing children's language. She completes referrals for children who need additional support. However, the

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need to do better?

childminder does not encourage children to express their own ideas during imaginative play. For example, when children are role-playing a pirate game, the childminder asks questions, such as 'Can you see a boat?' and 'Are there any other pirates?' This limits children children's opportunities to extend their play using their own ideas. n The childminder provides children with a variety of experiences out of the setting. Children attend the local library for rhyme-time sessions, which helps to develop their social skills. They have opportunities to develop their physical

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need to do better?

29 March 2023 skills, such as when they visit the local park. The childminder recognises the impact that the COVID-19 pandemic has had on some children's development. She plans outings specifically for these areas to ensure that children continue to make good progress. n Children are encouraged to be independent at this setting. They wipe their noses with little support and wash their hands. Children tell others, 'I washed the germs away'. They have separate cloths to dry their hands. This helps to reduce the spread of infections. With encouragement, toddlers pour their own water at mealtimes. This builds their autonomy in persisting with new experiences. n The childminder regularly reflects on her practice. She recognises changes that need to be made to daily routines. For example, she has reduced the number of children's snacks throughout the day and brought lunchtime forward. This helps children to eat more of a substantial amount at mealtimes. The childminder

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need to do better?

attends additional training. For example, she has completed training on promoting children's language development. This supports children who are working on their language skills. n Children develop strong social skills at this setting. The childminder encourages older children to share resources with toddlers and babies. She joins in with group activities to promote turn taking. Mealtimes are a sociable occasion. Children sit together and engage in conversations with the childminder while enjoying their food. This helps to develop children's confidence in a social environment before they move on to the next stage in their education.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her safeguarding knowledge up to date with regular training. She has a good understanding of signs which may indicate a child is at risk. The childminder understands the procedure to follow if a child makes disclosure, or if she has a concern about another professional working with children. She records pre-existing injuries and communicates the importance of this to parents. The childminder shows a strong understanding of safeguarding issues, such as radicalisation and county lines. She can detail the signs of different types of abuse and the action she would take to report this.

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should:

n develop the curriculum further, by placing more focus on children's individual abilities during planned activities n give children more opportunities to develop their imagination and extend their learning.

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Setting details

Unique reference number EY442834 Local authority Doncaster Inspection number 10280240 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 18 September 2017

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Information about this early years setting

The childminder registered in 2012. She lives in the Balby area of Doncaster. She operates all year round, from 7am to 5pm, Monday to Wednesday, except for bank holidays and family holidays. The childminder works with a co-childminder. The childminder receives free early education funding for eligible 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 setting. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The inspector carried out a joint observation of a communication and language activity with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

29 March 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

29 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

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