Cooper-Eades, Zoe Victoria

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

All children are supported to make progress from their unique starting points. Activities are differentiated to ensure the inclusion of all children. Children behave well. The childminder acts as a positive role model, who children learn to listen to and respect. For example, when children stand on a toy, the childminder advises them 'no thank you' and 'feet on the floor'. Children acknowledge what the childminder has said as they quickly stop standing on the toy. Children develop close attachments with the childminder, which help them to feel safe and secure. The regular exchange of information between parents and the childminder ensures that children's individual needs are met. Children develop confidence as they are encouraged to learn to express their needs and wants. For example, the childminder provides children with a choice between two options, so as not to overwhelm them. This encourages them to voice which one they prefer.

p.2

The provision is good

Babies are securely held while being bottle fed. The childminder uses daily care routines to introduce babies to new language. For example, when babies finish their bottle, the childminder says 'all gone'. As they play, she also introduces words to the action or object. The childminder says 'open' as babies push the buttons to make the boxes open. The childminder carefully listens to children, modelling any unclear words back to the child by using the correct pronunciation. She also puts words into sentences, helping children to further develop their communication and language skills. Parents report how the childminder's positive interactions support their children's ongoing development, especially their communication skills.

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need to do better?

n Children happily engage in a wide range of fun activities and play experiences. Their interest and focus are sustained as the childminder engages in play with them. The childminder knows each child well and she understands how to adapt activities to help children build on their prior knowledge and skills. n Children develop their fine manipulative skills as they use their fingers to try and manoeuvre pom-poms out of a small hole. They are encouraged to persevere and are proud when they achieve this. The childminder skilfully weaves maths into the activity as she discusses with the children which pom-pom is big and which is small. She also encourages children to correctly count how many pom- poms they have. n The childminder encourages children to explore and use their imagination when setting up activities for them to play with different materials and animals. She introduces children to each animal by name and encourages children to think of

p.2

need to do better?

the blue shredded paper or material as the sea. Older children express how the 'sea' is on top of the toy walrus as they carefully move blue material to cover the toy walrus.

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need to do better?

17 January 2024 n Babies enjoy exploring the different textures of materials from the box. They learn to grab hold of the different materials and then use their fingers to pick up finer pieces of shredded paper. The childminder has a range of equipment for babies to access to support their movements. They initially use the resources to pull themselves up to stand and can then use them to take their first steps with support when ready. n The childminder continually chats to children as they play. However, when she asks them questions, she does not consistently check their understanding or provide them with enough time to think and respond. n The childminder implements clear practices and procedures to promote children's health and safety. She regularly reviews what is working well and adapts practice where necessary to ensure that children's welfare is maintained. For example, the childminder now waits for parents to arrive at the door before

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need to do better?

releasing children into their care. The childminder makes sure that appropriate car seats are used for each child to ensure that children are transported safely when using vehicles. n The childminder maintains her skills and knowledge through regular training. She has a clear improvement plan in place to ensure that continuous improvements are made. This helps to maintain good standards of care and learning for all children. n Children are supported to learn important safety precautions. They learn to wait at the top of the steps for the childminder when accessing outside. This ensures that the childminder can see all children and keep them safe when going on walks and outings. The childminder talks to children and shares information with parents about how to keep children safe when they access technology and the internet.

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

should:

n help children to understand and answer simple questions, including allowing them enough time to think and respond.

p.3

Setting details

Unique reference number 2739521 Local authority Sheffield Inspection number 10326192 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023. She lives in Sheffield. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She also closes on Mondays during school holidays. The childminder provides funded early education for two-, three- and four-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 provider and has taken that into account in their evaluation of the provider. n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The childminder spoke to the inspector about their intentions for children's learning. n The children spoke to/communicated with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The parents shared their views of the nursery with the inspector.

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Inspection activities

17 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

17 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

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