Childminder in Rotherham

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

The childminder demonstrates a warm and loving nature, which helps children to feel secure, happy and safe in her care. Her great energy, sense of fun and enthusiasm enhances children's enjoyment as they play. The childminder models how to scoop dried pasta, for instance, which helps children to practise skills, such as their small-muscle control. She encourages toddlers to feel the different textures in books and learn new words, which builds on their developing speech.

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The provision is good

The childminder is a good role model, who sensitively reinforces her expectations for children's behaviour as they learn to share and take turns. Children also attend various toddler groups, which helps to broaden their social experiences. Children behave well and thrive on the childminder's praise and encouragement. For example, while learning to use the toilet, two-year-old children beam with pride when they receive a sticker. Children aged three years, attending together from a very young age, have wonderful friendships and shadow one another as they play. For example, they express imaginative language and create a story line during role play.

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The provision is good

The childminder plans a broad, stimulating and challenging curriculum, particularly for children aged over two years. This helps children to make very good progress and develop key skills and knowledge in readiness for their future learning. Three- year-old children have an excellent approach to their learning and are working beyond the expectations for their development in many respects. They are already more than ready for starting school.

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need to do better?

n The childminder constantly observes and assesses children's development. Parents are well informed about their children's progress, what they are learning next and how they can build on this. For example, the childminder shares 'wow' moments, detailed 'next steps' documents and activity ideas that help to prepare children for starting school. Parents note their children's achievements at home, which the childminder adds to children's records of learning. n Toddlers develop well and are confident, happy and settled. The childminder adapts adult-led activities in line with their next steps in learning, such as developing small-muscle strength. For example, during an activity planned to help children recall a well-loved story about three little pigs, older children construct houses using different media. Toddlers pat and stretch the dough and explore how media, such as straw, feels. However, the childminder does not vary

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need to do better?

the environment enough for toddlers' particular stage of learning and interests when they lead their own play. n Children delight in taking part in singing and rhyme time, which forms part of

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need to do better?

28 November 2023 the daily routine. Children become extremely excited as they join in with familiar actions, which the childminder models enthusiastically. These activities help to foster children's speech, socialisation and large physical skills. The childminder uses visual aids, such as puppets, to engage younger children. n The childminder encourages children to recall their learning, such as how they made the musical shakers. She gives children ample time to explore and talk about the pictures and what happens next in stories and explains the meaning of less-familiar words. n The childminder introduces simple calculations while singing number songs and counts with two-year-old children as they stack wooden blocks. The childminder encourages three-year-old children to predict how many scoops of pasta it might take to fill the meta pan. n The childminder encourages three-year-old children to develop very good

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need to do better?

independence, such as putting on their coats and learning to manipulate fastenings. However, she does not always encourage toddlers to do the things they are capable of, such as feeding themselves, to fully promote their early independence. n The childminder reminds children to rub the soap in between their fingers when washing hands, which helps children to learn about healthy practices. She reminds children to drink water after playing out and talks about how fruit is good for their bodies. n Children have secure attachments to the childminder, which helps to promote their emotional well-being. This stems from well-planned settling-in arrangements. This involves close partnership working with parents and effective information sharing about children's care needs and their stage of development on entry. n The childminder encourages children to practise their physical skills outdoors. For example, children use wheeled toys and play games that require good hand-

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need to do better?

eye coordination. n The childminder distributes questionnaires to parents, which helps her to reflect on certain aspects of practice. However, she does not fully consider how she can reflect on, and strengthen, her practice in relation to teaching and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends a variety of training that helps to keep her knowledge of safeguarding and other aspects of health and safety updated. She has a good understanding of the potential risks to children, the indicators of abuse and how to report her concerns. This helps the childminder to keep children safe from harm. The childminder closely supervises children to minimise accidents and the premises are safe and secure. The childminder reminds children about practices, such as staying at the table until they have finished eating. This helps children to learn about keeping themselves safe.

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should:

n plan the environment more effectively to support the individual learning needs and interests of children aged under two years to the highest level n provide greater opportunities for toddlers to develop their independence skills n develop the systems for reflecting on practice and targeting professional development to strengthen the quality of education.

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Setting details

Unique reference number EY494086 Local authority Rotherham Inspection number 10308521 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 6 Date of previous inspection 21 March 2018

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Information about this early years setting

The childminder registered in 2015. She works alongside another childminder and has an assistant registered for emergency back-up care only. The childminder works from her co-childminder's premises in Anston, Sheffield. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for three- year-old 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 her practice. n The inspector observed the areas of the home that are used for childcare purposes and the care routines and activities taking place indoors and outdoors. n The inspector held discussions with the childminder to understand how she organises her early years setting and the curriculum. She observed the quality of education during activities and assessed the impact on children's learning. n The childminder and the inspector carried out a joint evaluation of an activity. n The childminder shared written feedback from parents, including responses from questionnaires. n The childminder shared relevant documents, including evidence of her first-aid training.

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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

28 November 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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