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

The childminder provides a warm, safe and welcoming environment for children, who enjoy attending. Children develop close attachments to the childminder and snuggle up close as she reads stories to them. Children are independent. They choose from a wide variety of good-quality resources. They tidy away the toys after playing and know where they belong.

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The provision is good

The childminder is a good role model, who sensitively reinforces her expectations for children's behaviour. For example, she gently reminds them to use good manners. Children 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 tidying away their toys, they beam with pride when the childminder gives them a 'high five' for their efforts.

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The provision is good

The childminder skilfully draws out children's imaginations as they create their own imaginary role-play scenes. When children share their ideas with the childminder, she asks questions that encourage them to share their thoughts and ideas further. Children excitedly act out their role play and share their good imaginations with the visiting inspector. They eagerly make her a 'cup of tea'.

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need to do better?

n The childminder gathers plenty of information from parents about activities their children do at home. For example, she finds out what children are doing during time off and during the holidays. The childminder uses this knowledge and her assessments of children's progress to plan for their learning. This helps children to make good progress in their learning. n The childminder supports children well with their physical development. Children show good control when using spoons to eat their breakfast and when using drawing materials during early writing and drawing activities. Children enjoy drawing family members, highlighting their facial features. They begin to recognise similarities and differences between themselves and others. n The childminder has good relationships with parents. Parents receive daily feedback about their children's time at the setting through conversations at drop-off times and through written messages in a daily diary. Parents say their

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need to do better?

children love attending the childminder's home and describe her setting as being a 'home from home' where children receive lots of attention and love. n The childminder supports children's communication skills well. She questions children skilfully, who confidently share their thoughts and ideas. Children enjoy singing their favourite songs with the childminder. The childminder begins with singing the song first and then pausing for children to fill in the missing rhyme. Children develop a love of reading, showing high levels of engagement as the

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need to do better?

10 January 2024 childminder reads to them. They join in with familiar phrases and choose their favourite stories. n Children learn about different emotions and link them to what they see. For example, while looking at characters in books, children notice the different faces. The childminder asks what emotions the pictures show. Children comment that the different faces are 'happy' and 'sad'. n The childminder promotes children's mathematics skills well. Children discuss shape and number as they go about their day. Young children confidently count backwards during number rhymes and recognise and identify numbers. This helps children to build solid foundations for their future learning. n The childminder teaches children about risks within the environment. When climbing onto a chair, the childminder encourages children to think of the best way to climb up, such as holding onto the sides of the chair. Children ask for

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need to do better?

help to fasten the straps on the booster seats. n The childminder identifies the benefits of working in partnership with some settings. However, she has not yet developed partnerships with other settings children attend to share information and promote a fully consistent approach to children's care and learning. n The childminder thinks about the effectiveness of her own practice and takes account of written feedback from parents. The experienced and reflective childminder is dedicated and passionate about her work. She continuously seeks new ideas and information and undertakes research to further extend her already impressive knowledge. As a result, children benefit from good teaching.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n strengthen partnerships with other settings that children attend to share information and further support their learning and development.

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Setting details

Unique reference number EY301503 Local authority Doncaster Inspection number 10295361 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 6 Number of children on roll 10 Date of previous inspection 1 December 2017

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Information about this early years setting

The childminder registered in 2005 and lives in the Barnby Dun area of Doncaster. She has an early years qualification at level 3. The childminder operates all year round, from 8am to 4.45pm, Monday to Friday, except for bank holidays and family holidays.

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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 showed the inspector around the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector looked at a sample of the childminder's documents, including evidence of training and the suitability of those living on the premises. n The inspector viewed written feedback from parents to gather their views. n The inspector observed the interactions between the childminder and the children.

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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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