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

Children develop strong and supportive relationships with the childminder. As a result, they are happy and feel safe in her care. The childminder works hard to develop close partnerships with parents. She finds out about children's care routines at home. She uses this information to meet their individual needs. Babies form close attachments with the childminder. They look to her for reassurance when they are upset or tired. These trusting relationships give children confidence to explore their environment.

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The provision is good

The childminder finds out about children's achievements at home. She observes their progress during play. She uses this information to plan learning opportunities that build on what children already know and can do. For example, when babies can drink from a beaker, she supports them to learn to use a cup. This means that children make good progress across all areas of their development.

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The provision is good

The childminder has high expectations of children's behaviour. She reminds them of the rules, for example, they must share with their friends. She models respectful communication. For example, asking babies' permission to change their nappy. Children learn to be helpful and respectful to others. They show this when the childminder drops something and they kindly pick it up for her. They smile proudly when the childminder thanks them.

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need to do better?

n The childminder has a good understanding of what she wants children to learn. She uses her assessment of their skills and her good understanding of child development to plan engaging activities that support children to make good progress. For example, she understands that children need to build their strength before learning to walk. She places interesting objects just out of reach. She encourages children to crawl or to pull themselves up on furniture to reach them. This helps children to develop the skills they need to learn to walk. n The childminder interacts warmly with children. When babies babble, she copies their sounds, adding some single words. During play, she introduces new words such as 'walrus' and 'penguin'. This teaches children to join in back-and-forth conversations and develop their vocabulary. Children love stories and songs. They join in with familiar phrases. They say, 'don't forget to scream!' at the end

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need to do better?

of 'Row, Row, Row your Boat'. Children develop good communication, language and literacy skills. n The childminder has high expectations for children's behaviour. She reminds them to take turns. Babies concentrate well on activities they enjoy. They try hard when something is difficult. For example, feeding themselves with a spoon. Sometimes, the childminder does not extend children's play quickly enough. This

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need to do better?

19 January 2024 is usually when she is tending to babies' needs. Consequently, children are occasionally not stimulated enough and their learning is interrupted. n Children are developing their independence. They learn to spread butter on their toast and wash their hands by themselves. The childminder encourages and praises them. Despite good hygiene practices overall, food crumbs are not always cleaned from the floors where children play. Children's packed lunches are not always placed in the fridge. This does not promote children's good health as well as possible. n The childminder teaches children about oral hygiene. They pretend to brush toy teeth. The childminder talks to them about how much tooth paste to use and when to clean their own teeth. Children show they are remembering what they have been taught. They say they must brush their teeth twice a day, 'so they don't get holes in them'. n The childminder communicates well with parents. She shares daily information

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need to do better?

with them about their child's learning and care. The childminder finds out about the feeder-school's routines. For example, learning the 'tidy-up song' and using this at her own setting. This supports children's transitions to school. However, the childminder does not yet share information with other professionals when children attend more than one childcare setting. n Since the last inspection, the childminder has improved her mathematics curriculum. She now focuses on children learning numbers up to 10 before larger numbers. Children estimate how many penguins there are. The childminder helps them to count each one. She helps them calculate how many 'one more' will make. As a result, children confidently explore mathematical concepts in their play.

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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 develop further good teaching practices by ensuring that children are engaged in adequately challenging learning opportunities at all times n improve further good hygiene practices by ensuring that play spaces are clean and that children's packed lunches are stored at the recommended temperature n improve information sharing practices by including other providers in this when children attend more than one setting.

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Setting details

Unique reference number EY494313 Local authority Rotherham Inspection number 10301353 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 16 Date of previous inspection 22 January 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Rotherham. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She 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 The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to/communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had 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

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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

19 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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