Childminder in Sheffield

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

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The provision is good

Children show that they feel happy and safe with the caring childminder as they spontaneously give her cuddles. Their communication and language skills are well supported through the warm and positive interactions that they have with the childminder. For example, the childminder plays on the floor alongside children and talks to them about what they are doing. She asks simple questions to promote conversation. The childminder encourages children to use newly learned vocabulary as they play. As a result, children become confident speakers.

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The provision is good

Children enjoy the learning opportunities presented to them by the childminder. The childminder knows children's interests and development needs. This supports her to provide suitably challenging activities that children engage with for long periods. For example, children thoroughly enjoy scooping and pouring pasta and rice to fill and empty containers. The childminder supports children to use words such as 'full' and 'empty' as they play, showing their understanding of mathematical concepts.

p.2

The provision is good

The childminder encourages children to develop their ability to solve simple problems. For instance, when children struggle to fit all of the toys back into a container, the childminder asks them to think about what they could do. Children decide to empty the container and try to put the toys back in a different way. This approach supports children to keep on trying with difficult tasks and helps them to develop their thinking skills.

p.2

need to do better?

n The childminder is a good role model for children. She promotes good manners when speaking to them. The childminder provides lots of praise when children try their best. Children hear this and they also say 'good job' when they see their friends do something well. n Children concentrate well during the adult-supported activities that the childminder engages them in. They develop new skills and knowledge as they play and explore. However, the opportunities for children's independent learning are not as well planned by the childminder. Although the childminder provides some resources for children to access during their free-play time, these are limited. As a result, children are not consistently supported to make choices about their independent play and learning. n The childminder helps older children to begin to recognise the letters in their name. She aims for children to be able to put on their own shoes and coats

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need to do better?

before they leave her setting to start school. This helps to support children to be ready for the next stage in their education. n The childminder supports children who speak multiple languages well. She finds

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need to do better?

6 March 2024 out key words in children's home languages from their parents and carers. This helps children to be able to communicate their wants and needs to the childminder. n The childminder shares daily diaries with parents. This supports her to communicate information about children's daily routines. She provides parents with advice about potty training and how to reduce the use of dummies. However, the childminder does not support some parents to know what their children's next steps in learning are. This does not fully support parents to work in partnership with the childminder to build on their children's learning at home. n The childminder works closely with an early years adviser from the local authority to evaluate and improve her provision. She takes part in regular training and professional development opportunities. This ensures that the childminder continues to enhance the quality of care and education that she

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need to do better?

provides. n The childminder makes good use of funding to provide broad experiences that build on children's learning. For example, she recently purchased a chalkboard for her garden. The childminder uses this to support children to practise their drawing and mark-making skills when playing outside. The childminder has purchased resources, such as threading toys, to further support children to develop their small-muscle skills. Consequently, children continue to develop their skills in readiness to learn how to hold a pencil and write.

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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 review and improve the opportunities for children's independent play to further support them to make choices about their learning n ensure that all parents are aware of their children's next steps in development to further help them to support their child's learning at home.

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Setting details

Unique reference number EY430442 Local authority Sheffield Inspection number 10319093 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 7 Date of previous inspection 6 October 2023

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Information about this early years setting

The childminder registered in 2011 and lives in Beighton, Sheffield. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, and from 7.30am to 5pm on Fridays, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder discussed with the inspector how she organises the early years setting, including her aims and rationale for the curriculum. n The inspector spoke with the childminder about her safeguarding knowledge and responsibilities. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views on the setting with the inspector. n The inspector carried out a joint observation of a mathematical activity with the childminder. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

6 March 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

6 March 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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