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

The childminder ensures that children feel safe and secure. She builds affectionate bonds with babies. She sits on the floor with them as they babble and explore materials. She plays peekaboo, creating anticipation and excitement. Older children are taught to be kind to the youngest children. They share their toys and play games with them. The childminder explains how young children need to learn the things that they can already do. Children understand how they contribute to their group of friends.

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The provision is good

The childminder uses books and stories to teach children the language of emotions. She uses mirrors that children make 'happy' and 'silly' faces in. Children learn about facial expressions and understand what others are trying to communicate about their feelings. The childminder teaches children what is expected of them as she explains that they need to tidy up before lunch. She uses songs and simple instructions to encourage them to help to tidy up. Children learn what is expected of them.

p.2

The provision is good

The childminder supports children to develop their physical skills. She provides opportunities for children to develop their fine motor skills. Children thread string through holes, developing the muscles in their fingers and hands. The childminder sits alongside them, also threading to encourage them to keep on trying.

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need to do better?

n The childminder provides opportunities for children to practise skills that will help them later in life. For example, children practise putting on hats, scarves and gloves as part of their play. This is helping children to develop their independence. n The childminder focuses on developing children's social skills so that they are ready and prepared for school when the time comes. For example, she teaches children to take turns, share and be patient. Children make good progress in their personal, social and emotional development. n The childminder finds out a wealth of information about children by working in close partnership with parents. She considers the experiences and skills children arrive with. She uses assessment well to plan for what she wants children to learn next. This ensures that children benefit from learning that is individual to their needs and builds on what they already know and can do.

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need to do better?

n The childminder uses songs and rhymes to develop children's listening skills. Babies watch and copy the older children as they do the actions. They show real enjoyment as they join in with singing time. Children know familiar rhymes and songs from their singing sessions at the library. n The childminder helps children to develop a range of vocabulary. She repeats

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need to do better?

28 February 2024 words back to children when they do not quite get them right, such as 'strawberry' and 'grapes'. This helps children to learn the correct formation of words. n The childminder teaches children mathematical concepts. She provides resources for children to make a bridge out of a ruler and two stools. They walk a dinosaur across it and put it under the bridge. The childminder uses words such as 'under' and 'over' to teach children positional language. She introduces language such as 'big' and 'small', and children repeat this language. They make good progress in their mathematical development. n The childminder teaches children about their community and its history. Children learn about the mining past of the village and enjoy visits to museums and parks. They learn about the world around them and how they are part of a community. n The childminder asks children questions as they play to encourage them to think

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need to do better?

independently. However, sometimes, when children answer 'I don't know', she does not consistently model further language or phrases. This occasionally does not give children opportunities to practise their two-way conversation skills. n Parents say that they are supported to develop their child's skills at home. For example, they work together to understand children's development and behaviour. They say that this has had a positive impact on children's behavioural and emotional development. n The childminder evaluates her own practice accurately. She identifies her own strengths and areas for development. She seeks out training opportunities to develop her skills. For example, she has accessed training to help her to provide more opportunities for babies to explore with their senses.

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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 consider how to model more language for children to develop their two-way conversation skills.

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Setting details

Unique reference number EY373088 Local authority Rotherham Inspection number 10317079 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 11 Date of previous inspection 23 May 2018

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Information about this early years setting

The childminder registered in 2008 and lives in Bramley, Rotherham. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays, two weeks at Christmas and family holidays. The childminder holds a relevant early years qualification at level 3 and 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 childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector viewed feedback from parents during the inspection and took account of their views.

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Inspection activities

28 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

28 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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