Childminder in Rotherham

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 Met

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The provision requires improvement

Although the curriculum is focused around children's interests, teaching is not secure. Children do not consistently make progress across all areas of their learning. The childminder has not undertaken any current training on the curriculum. She does not have up-to-date knowledge on how to sequence learning programmes to fully benefit children's development. Despite this, children are happy and enjoy playing with building blocks. They stack different shaped bricks. The childminder encourages children to build towers of different heights. She counts as they do so. She engages in role play in the home corner with children. Children transfer sugar to a cup using a spoon. The childminder talks about the different foods. Children recall their family routines. They develop their long-term memory.

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The provision requires improvement

The childminder demonstrates a nurturing approach to caring for children. She provides a safe, homely environment. Children establish secure attachments with the childminder. They approach the childminder for their comfort objects when it is time for their nap. Relationships between the childminder and children are sensitive and caring. Children are happy. The childminder has a positive attitude to learning. She role models good manners. The childminder reminds children to say 'please' and 'thank you'. Children are learning how to behave. The childminder encourages sharing during activities. However, due to a lack of challenge, children move on quickly from one activity to another. They are not deeply engaged to fully enhance their learning.

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need to do better?

n The childminder implements strategies to develop children's early communication, speech and language. She repeats single words back to children to further develop their vocabulary. However, other aspects of the childminder's curriculum are less well planned, and children do not make the progress they should. For example, although the childminder provides a wooden board with locks and chains for children, they find this task too easy, and it does not engage them and extend their learning. n The childminder gets to know her children well. She has a good overall understanding of what they can do. However, she does not prioritise her continuous professional development to help her to implement a sequenced, progressive curriculum. This means children are not consistently provided with challenging activities, and they do not make the good progress of which they are capable. n The childminder provides opportunities for children to embed taught skills for

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need to do better?

independence. Young children use their fingers to explore and eat snacks. They get their own shoes and coat when they go outside. Children demonstrate age-

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need to do better?

11 January 2024 appropriate skills. n The childminder has knowledge on the importance of children being physically active. They go to the local park. Children attend music and movement classes. They talk about the weekly craft group and meeting their friends. Children strengthen their large and small muscles successfully. n The childminder engages with children in imaginative play. They role play with dolls. The childminder encourages them to feed and dress the baby. They take her for a walk in the pushchair and show empathy and care. Children embed social skills and demonstrate their knowledge of the world around them. n Through discussions, the childminder demonstrates how she values and promotes equality and diversity. She provides a range of resources that reflect diversity. The childminder explains how she reads books to the children in her care. This is to develop their understanding of different cultures. The childminder

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need to do better?

talks to children about the diverse range of dolls in the setting. She understands the importance of children learning and respecting the differences in people and their way of life. n Parents speak highly about the childminder. They share how she updates them about their child's day with photos and messages. Parents describe her as very welcoming. They talk about the positive impact she has had on their child's development, such as how their child's speech and language skills have progressed since attending.

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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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Due date

improve planning of the curriculum so that it provides children with challenging activities that fully support all areas of their learning 09/04/2024

p.3

Due date

make better use of training to improve knowledge of how children learn, to provide a progressive curriculum that engages them and fully supports their development. 09/04/2024

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Setting details

Unique reference number 303108 Local authority Rotherham Inspection number 10308064 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 8 Date of previous inspection 9 March 2018

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Information about this early years setting

The childminder registered in 1992 and lives in Whiston, South Yorkshire. She has an appropriate level 3 qualification. The childminder operates term time, from 8am to 9am and from 3pm to 6pm, Monday to Friday.

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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 childminder. n The childminder completed a learning walk with the inspector and discussed the early years curriculum. 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 childminder and her setting with the inspector. n Children communicated with the inspector during the inspection.

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Inspection activities

11 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

11 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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