Childminder in Sheffield

Overall effectiveness Requires improvement

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

p.1

The provision requires improvement

The childminder offers a home-from-home environment. Children are confident and comfortable in her home. They ask for her help when they need it, and she responds warmly. For example, she holds children's hands when they need help on the steps.

p.2

The provision requires improvement

The childminder keeps children safe. She helps them to learn to look after their bodies. She encourages them to wash and dry their hands by themselves before eating. She supports children to choose their breakfast and put on their own coats and shoes. This helps children to develop their independence.

p.2

The provision requires improvement

Children happily choose from the toys that are available. However, the childminder does not plan activities that build upon what children already know and can do. This means that children often lose interest. They move between toys and do not show high levels of curiosity or enjoyment. Therefore, children do not make the best possible progress of which they are capable.

p.2

The provision requires improvement

The childminder encourages children to be polite. They say 'please' and 'thank you'. Children listen and respond to the childminder's instructions. When children tussle with each other, the childminder steps in to keep them safe. However, she does not teach children to understand and manage their own emotions.

p.2

need to do better?

n The childminder does not use her understanding of what children already know and can do to plan appropriate learning opportunities. Activities are spontaneous, led by children choosing from the available toys. The childminder does not plan purposeful activities that help children make good developmental progress. Consequently, children become disengaged. They do not concentrate for long periods. This sometimes creates a chaotic environment. n Children are interested in books and singing. They sing to themselves during play. However, the childminder does not notice or build upon this interest. When reading to children, she does not point out the pictures or capture their interest. Children become disengaged and move away. During play, the childminder sometimes asks too many questions. This does not extend children's thinking skills. As a result, children's communication and language skills are not consistently well supported.

p.2

need to do better?

n The childminder provides art and craft activities. Children use their hands to grasp paintbrushes and make marks on paper. This helps them to develop their small-muscle skills. The childminder takes children on outings. However, these do not take place daily. She does not plan ways for children to develop their large-muscle skills indoors. The childminder reports that children quickly become

p.2

need to do better?

10 January 2024 tired on their walks. This is because they are not supported to develop their strength or make the best possible progress in their physical development. n The childminder reminds children of the rules. Children understand the routines. For example, they wait patiently for their turn to wash their hands. When children enter into conflict with their friends, the childminder intervenes to keep them safe. She reminds them that they must share. However, she does not help children to understand why they must share. She does not teach children about their own and others' emotions. Therefore, children are not learning to manage their own behaviour. n The childminder completes the required progress check when children are aged between two and three. She shares this with parents and other professionals. However, day-to-day assessment and communication with parents are weak. Discussions with parents when children arrive are very brief. The childminder

p.2

need to do better?

does not share regular information with parents about their child's development. This means they do not have the information they need to support their child's learning at home. n The childminder completes essential training, such as paediatric first aid and safeguarding. However, she does not complete professional development opportunities that improve the quality of education she provides.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

plan and deliver interesting and engaging learning opportunities that take account of children's interests and build on what they already know and can do 10/02/2024

p.3

Due date

provide children with daily opportunities to develop their large-muscle skills, including daily access to outdoor activities. 10/02/2024

p.3

should:

10 January 2024 n improve your understanding of how to model, support and extend children's communication and language skills n improve behaviour management strategies to include teaching children about their own and others' emotions and the impact their behaviour has on others n develop communication with parents further to ensure a regular two-way flow of information about children's care and learning n target plans for professional development more effectively to enhance the quality of teaching and achieve excellent outcomes for children.

p.3

Setting details

Unique reference number EY102643 Local authority Sheffield Inspection number 10304967 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 6 Number of children on roll 5 Date of previous inspection 7 February 2018

p.5

Information about this early years setting

The childminder registered in 2002 and lives in High Green, Sheffield. She operates from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She offers funded places for two-, three- and four-year-olds.

p.5

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to/communicated with 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 views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

10 January 2024 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

10 January 2024 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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