Childminder in Barnsley

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children feel settled, safe and secure in the childminder's warm and welcoming setting. They behave well and are encouraged to use words to express their emotions and feelings. For example, when reminded by the childminder, an older child asks a younger child to 'stop', when they start to become frustrated with their interactions. The younger child listens and is supported by the childminder to redirect their attention elsewhere. This helps children to learn that their voice is respected and prevents disagreements between them from escalating. Children's communication and language skills are actively promoted. The childminder repeats words clearly and asks children questions to encourage them to verbally respond.

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The provision is good

The childminder plans activities and experiences which help to build on each child's knowledge and skills. Children's interest in books is promoted effectively. The childminder plans a wide range of linked activities to key storybooks. For example, as the childminder reads the book about the very hungry caterpillar, children enjoy trying to find and identify the different range of foods to feed to their pretend caterpillar. Children are encouraged to count the number of fruits the caterpillar eats as they post them into its mouth. Their fine motor skills are further promoted as the childminder introduces a threading activity. Children concentrate and persevere as they thread pieces of fruit onto the ribbon.

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need to do better?

n The childminder supports children to develop key skills in preparation for their future learning. She uses her experience and knowledge of children's interests and developmental abilities to plan interactive and enjoyable learning experiences. The childminder is committed to continually enhancing children's learning by broadening her knowledge through ongoing training. n The childminder skilfully develops back-and-forth conversations with children. She talks to them, listens, responds, and asks questions to promote their communication skills. The childminder pauses to allow children time to gather their thoughts and to respond. However, she sometimes solves problems for children without fully encouraging them to try to find their own solutions first. n Children's awareness of being healthy is supported through the provision of a balanced diet, appropriate hygiene routines and discussions. When discussing

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need to do better?

the story about the very hungry caterpillar, children identify the caterpillar felt poorly after eating all the sweeter foods. The discussion continued about which foods are healthier and how too much sugar is bad for your teeth. n The childminder utilises opportunities as they arise to support children's growing knowledge. For example, when chopping their own fruit with safety knifes, children notice the stem on an apple but are unaware of what this is. The childminder talks to them about how the apple grows on trees and how the stem

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need to do better?

5 March 2024 attaches the apple to the tree. Children then identify pears also have a stem. n Children concentrate when making a tower. They experiment as they try and balance a range of toy animals on their towers. The childminder introduces children to positional language as she discusses how they have placed the animals 'on top' or 'at the side' of their tower. n Children are supported to safely negotiate steps in the home and garden. Several steps lead up to the top level of the garden. The childminder has purposefully positioned a slide so that children can slide down from the top level to the lower level of the garden. Children explain they can only use the slide when it is dry because it is then safe. However, children's awareness of how to stay safe when accessing the internet is not fully explored with them. n The childminder plans interesting digging activities to support children's fine motor skills. Children are encouraged to use the trowel to dig in the compost

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need to do better?

and find the carefully hidden insects. They also spend time filling and emptying plant pots. They laugh as the childminder makes a mud castle. Gardening gloves are provided for the children who do not like to get dirty. This supports the inclusion of all children. n Information is shared with parents through discussions and online posts. When posting photos or videos of what children have been doing, the childminder provides an explanation about the learning taking place. Parents confirm how the childminder encourages their children's good behaviour and kindness. They also explain how they find the childminder to be trusting and approachable.

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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 support children to solve problems and find new ways to do things for themselves n consider how to help children to develop an effective understanding of when they might be at risk, including when using the internet and digital technology.

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Setting details

Unique reference number 2610051 Local authority Barnsley Inspection number 10264309 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 1 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and is based in Barnsley. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds qualified teacher status. 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 childminder and has taken that into account in their evaluation of the setting. n The childminder spoke to the inspector about her intentions for children's learning. n Children communicated with the inspector during the inspection. n Parents shared their views of the childminding provision with the inspector. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning.

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Inspection activities

5 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

5 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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