Wilson, Paula Jane

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children are happy, show they feel safe and enjoy their time with the childminder. They are completely at ease in this home-from-home setting. Children are confident in social situations with visitors and use their voice to share their experiences. For example, they recall the food the hungry caterpillar eats from the book they know well. They proudly show their artwork on the wall of a caterpillar and butterfly. Children explain how they have been observing real caterpillars and other bugs. They flap their arms as they pretend to be a butterfly and fly around the room. Children have a positive attitude to their learning. They behave well and always use good manners.

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The provision is good

Children enjoy outdoor play. They are eager to join in activities. Young children push their peers in wheeled toys. They enjoy sitting in the swings. Older children confidently count the stones as they place them in the bucket. They show their understanding of weight as they recognise which stone is heavy and light. Older children show how they can use their imagination as they say that the stones are dinosaur eggs. They use spoons to stir sand as they pretend to make spider stew. The curriculum has a good impact on children's all-round development from their starting points.

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need to do better?

n The childminder follows children's lead in conversation and listens intently. She and her assistant ask good questions to extend talk and to challenge children's learning. They comment on what children are doing, and echo back what they say with new vocabulary added. The childminder and her assistant support children's early language development effectively. n Children climb small ladders in the playhouse and on the climbing frame. They use larger play equipment at the park. Children take part in obstacles courses, kick a football and pretend to be a caterpillar crawling on the floor. They hold pens and make marks on paper. The curriculum for physical development supports children well to develop their small- and large-muscle skills. n The childminder is aware that some children have different experiences from others in their learning and play. She places a great focus on getting children outdoors. The childminder takes children to local farms, country parks, fishing

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need to do better?

and science museums. The childminder provides wet suits and outdoor shoes, so that children can explore in all weathers. She works to give children the best possible start to their early education. n Parents report how their children share their learning at home. For example, children count and sing songs in Spanish. They recall events from stories that are currently being read to them. Parents write that the childminder regularly keeps them up to date about their children's well-being and progress. They

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need to do better?

27 June 2023 express how they value the photo album gift that shows their children's learning that has taken place over the year. n Young children express their feelings through words, such as 'I'm sad'. they have short periods of time when their favourite word is 'no'. The childminder touches her ears and eyes to encourage children to listen and look at her when they feel frustration. She talks through why they must take turns and share with their friends. Young children soon calm and learn how to manage their own behaviour. n The childminder keeps her professional knowledge up to date. She has recently completed some communication and language training. This has helped her to reflect on how not to overwhelm babies and toddlers with too much chat. The childminder talks with her assistant about their teaching practice to identify where to improve individual practice. However, this is not yet fully embedded to

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need to do better?

ensure a consistently high standard in the teaching of the curriculum. n The childminder supports children with special educational needs and/or disabilities well. She works with other agencies, so that children get the additional help they need. The childminder provides an inclusive setting, where all children make good progress. n The childminder has built secure relationships with teachers from the local school. She places a good focus on helping children to develop their personal and emotional skills. Children are well prepared for the wider social network of school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have completed safeguarding training. They know how to recognise the possible signs and symptoms of abuse. The childminder knows the relevant agencies to speak to if she has a concern about a child in her care, including the early help team. She maintains required records to keep children safe from harm. The childminder and her assistant recognise the signs that may show that a child is at risk from extreme behaviours and views. They are aware of other safeguarding matters, such as county lines, female genital mutilation and domestic abuse. Children play and learn in a safe environment.

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should:

n embed the system for monitoring the assistants' practice to ensure teaching is consistently of a high standard.

p.3

Setting details

Unique reference number 501549 Local authority Rotherham Inspection number 10248468 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 12 Number of children on roll 19 Date of previous inspection 30 June 2022

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Information about this early years setting

The childminder registered in 2000 and lives in the Brinsworth area of Rotherham. She operates all year round from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3 and works with an assistant. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their written views of the childminder and her assistants with the inspector.

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Inspection activities

27 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.

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Inspection activities

27 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.

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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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