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

Children's communication skills are effectively supported by the childminder. She skilfully talks to children about what they are doing, interweaving questions which encourage back and forth conversations. Children are supported to learn the meaning of new, more complex words. For example, when children ask about the childminder's pet tortoise, she explains how it is hibernating. She then goes on to explain what hibernating means, helping them to develop their understanding. The childminder monitors children's progress from their starting points. She continually supports children to build on their prior knowledge and skills, enabling them to make good progress.

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The provision is good

Children's welfare is maintained as the childminder ensures the environment remains safe and secure. They learn to practise good health and hygiene routines. Through discussions they are supported to learn about the spread of germs. For example, the childminder encourages children to use a new spoon to scoop their yoghurt out of a shared pot and not the one they are using to eat with. She explains this is because their spoon has their germs on which they do not want to spread to others. Children are respected and valued. The childminder listens to children, modelling good communication and social skills. This supports their good behaviour and develops their positive attitudes to learning.

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need to do better?

n The childminder helps children to make their own decisions and to try things for themselves. Cutlery, bowls, and plates are all freely accessible to children. When having yoghurt for snack, children are encouraged to decide if they would like a bowl or plate to eat it out of. The childminder explains how she allows children to learn for themselves whether their choices are right and will work. n Following children's interest in pouring, the childminder plans opportunities for then to practise these skills. Children enjoy using a teapot to pour water into cups and bowls. They show their skill and control as they do this. However, when accessing drinks at snack and mealtimes, these are in lidded beakers, even though children have the capability to drink from cups. n Children then carefully carry their small bowls of water through to the playroom as they remain interested in this play. They use their imagination as they add

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need to do better?

animals to the water, explaining how it is a pond. n Children's counting abilities and mathematical language are supported as they play. When playing with play dough, the childminder encourages them to estimate and then count out how many balls have been made. The childminder also encourages children to identify how big or small the play dough shapes are. n While children do not access technology in the childminder's care, she is aware they do use this when they are at home. However, she has not considered how

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need to do better?

7 February 2024 to fully support children's awareness of how to safely use technology and the internet. n Children learn to listen and respect the childminder's rules and boundaries. The childminder allows children to have their dummies if needed and during periods of rest. These simple rules are sensitively and consistently reinforced by the childminder. This is because she understands the negative impact dummies can have on children's teeth and communication skills. n The childminder supports children's social skills and interactions. When children want resources for themselves, through gentle persuasion and discussions, the childminder helps them to learn to share and take turns. n Older children recognise when they need to blow their nose. They independently access tissues, disposing of them in the bin after use and then wash their hands. Younger children are encouraged to consider if they need a tissue and are then

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need to do better?

encouraged to attempt to wipe their own nose. The childminder supports them to do this and reminds them about the importance of now washing their hands. Through positive coaching, children begin to learn important self-care routines. n The childminder accesses ongoing training to support her continuous professional development. She works closely with parents to ensure children's individual needs are continually met.

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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 consider how to enable children to consistently use their full independence skills, especially when drinking n support children to gain an effective understanding of how to safely use the internet and digital technology.

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Setting details

Unique reference number EY470715 Local authority Doncaster Inspection number 10317042 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection 14 May 2018

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Information about this early years setting

The childminder registered in 2014 and lives in Campsall, Doncaster. She operates all year round, from 7.30am until 6pm, Tuesday to Thursday, except for bank holidays. The childminder holds a childcare qualification at level 3. 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 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 and assessed the impact that this was having on children's learning. n Parents shared their views of the nursery with the inspector.

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Inspection activities

7 February 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

7 February 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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