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

The childminder provides a safe, nurturing and homely environment. Children's personal and emotional development are a priority. Children settle immediately and feel very secure. They establish excellent relationships and secure attachments with the childminder. Children regularly approach the childminder for affection and cuddles. These interactions are stimulating and reciprocated. Children are very happy. Their behaviour is exemplary. Children politely ask their friends to play with them. They work together to choose a board game. Children resolve differences between themselves calmly through discussions and negotiation.

p.2

The provision is good

Children develop their small-muscle skills, for example, while threading beads onto laces. They count as they do so. Children learn and embed their knowledge of early numbers. Non-verbal children use cards with numbers on to communicate their number. Older children help younger children to thread the beads onto laces. Children show deep concentration and engagement when completing an activity. They match coloured beads to coloured beakers when sorting. Children make necklaces with different shaped beads. They recognise shapes and the sequence of patterns. The curriculum is designed to embed children's learning. Children enthusiastically learn routines to be independent. They are encouraged to put on and take off their own shoes and coats when entering the home. Children do not give up when they find it tricky. They show determination and perseverance when struggling to undo the fastenings on their shoes. Children show great pride when

p.2

need to do better?

n Children have opportunities for exciting physical play and go to the local park. They learn to cross the road safely and how to manage risk as they use swings and climbing frames. Children play with bats and balls and enjoy riding bicycles. They strengthen their large muscles and develop coordination skills. n During storytelling sessions, children learn rich new language such as 'dragonfly' and 'pterodactyl'. The childminder asks questions that encourage children to think. Children talk about and compare size, temperament and the colour of dinosaurs. They imagine what dinosaurs' skin would feel like. Children learn new descriptive words such as 'rough', 'bumpy' and 'spikey'. n Children have fun opportunities to learn about mathematics, colours and different foods. They play board games about grocery shopping. Children choose a coloured shopping basket and a shopping list. They match the picture cards

p.2

need to do better?

with items on their shopping list. Children learn the names of different foods such as 'lemons' and 'muffins'. They recognise foods and embed previously learned language. Children take turns and develop their social skills. n The childminder promotes healthy eating. Children enjoy freshly cooked meals

p.2

need to do better?

7 June 2023 with fruit and vegetables. They are excited to get involved in cooking activities such as making pizzas. Children taste new food and learn new words such as 'black olives' and 'pepperoni' as they do so. They strengthen their small-hand muscles, for example, when they are spreading and cutting ingredients. n Children develop their imaginations, for example, in small-world play. They play with road maps, buses and a village. The childminder extends children's thinking by asking thoughtful questions. Children recall events. They talk about their trip to the library, the bus they travelled on, what number it was and the journey they took. Children develop an understanding of the world. n The childminder teaches children to become increasingly independent in managing their own personal needs. Children wash their hands before snack, baking activities and when using the toilet. They talk about the importance of

p.2

need to do better?

brushing their teeth. Children recall their routine at home when they do this. n The childminder has excellent processes in place for early identification of children with special educational needs and/or disabilities (SEND). She completes assessments in a timely manner. The childminder has a very good understanding of children's individual needs and their next steps in learning. She uses sign language to communicate with non-verbal children. Consequently, children with SEND make good progress. n Children learn to be respectful of each other's differences and inclusive in their play. The childminder teaches all children basic sign language. Children sign to communicate with children with SEND. This helps children to communicate with their friends and understand their needs. n Partnership with parents is effective. The childminder shares information on children's learning in the setting and at home and how to keep their child safe

p.3

need to do better?

and healthy. n The childminder completes all mandatory training as required. However, she does not always undertake additional training that could support her understanding of child development further and enhance her teaching.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder implements her safeguarding policy very effectively. There are clear processes in place to keep children safe and promote their welfare, which includes monitoring children's attendance and injuries. The childminder has a very good knowledge of the signs and symptoms of abuse and neglect. She recognises safeguarding issues such as breast ironing and extreme behaviours. The childminder has a very good knowledge of the referral process if she has any concerns about a child's safety or welfare. She is aware of the process to follow if concerns were raised about the care that she provides.

p.3

should:

7 June 2023 n engage in continuous professional development opportunities to build on early years knowledge and enhance good teaching skills further.

p.3

Setting details

Unique reference number EY490319 Local authority Sheffield Inspection number 10288922 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 4 Number of children on roll 9 Date of previous inspection 6 November 2017

p.5

Information about this early years setting

The childminder registered in 2015 and lives in Chapeltown, Sheffield. She operates all year round, from 8am to 6pm, Monday to Thursday, and from 7am to 6pm on Friday, except for bank holidays and family holidays. The childminder has a relevant level four qualification. She provides funded early education for three- and four-year-old children.

p.5

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 manager completed a learning walk with the inspector and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the childminder and the setting with the inspector. n Children communicated with the inspector during the inspection.

p.5

Inspection activities

7 June 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.

p.5

Inspection activities

7 June 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

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

p.7