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 Requires improvement

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The provision is good

Children settle well in this warm and welcoming environment. They show they are happy in the childminder's care as they eagerly explore the activities and experiences on offer to them. Children receive high-quality interactions from the childminder and build strong bonds with her when they start. This helps children feel safe and secure in her home.

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The provision is good

The childminder is experienced and understands how children learn and develop. She plans a balanced and sequenced curriculum that reflects the children's individual development. The childminder provides activities that capture children's interests. For example, children enthusiastically join in with familiar stories, such as 'We're Going on a Bear Hunt'. They have great fun as they repeat key phrases and re-enact the story using natural resources and props. This supports children to make good progress from their starting points.

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The provision is good

Children behave well. The childminder acts as a good role model for children. She consistently uses positive language to reinforce her expectations. Children are provided with clear boundaries and consistent praise, which supports positive behaviour. The childminder teaches children good manners, such as please and thank you, during daily routines and play. Children are learning to follow simple instructions and look after their belongings.

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need to do better?

n The childminder has worked hard since her last inspection and has raised the standard of the service she provides. She attends regular training sessions now to refresh and update her knowledge and skills and improve her practice. For example, the childminder has created a sensory area for children following training in autism awareness. The childminder is committed to the ongoing development of the service she provides. n Children have regular opportunities to develop their physical skills. They have plenty of space to move around and build on their large-muscle movements. The childminder supports children with the development of their small-muscle skills. For example, children are supported to cut up fruit with a knife at snack time and use tweezers to pick up items during activities. n Partnership with parents is strong. Parents speak very positively about the childminder and the care she provides. They describe the childminder as

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need to do better?

'wonderful, kind and caring'. Parents comment on the positive progress their children have made in their development since starting. They praise the regular information they receive about their children's care and learning through daily discussions and photos. n The childminder supports children to develop their independence. This is evident

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need to do better?

12 March 2024 as children make choices in their play. The childminder encourages children to meet their own personal needs, such as going to the toilet and washing their hands. Children gain a range of skills to help prepare them for the next stage of their learning, including their eventual move to school. n Overall, communication and language development form an integral part of the childminder's curriculum. The childminder provides the children with a language- rich environment and encourages back-and-forth conversations with the children. She models language well and repeats back mispronounced words. However, on occasion, children are not given enough time to answer the questions asked of them by the childminder. n The childminder swiftly identifies when children may need extra support and works together with parents during the referral process. She takes advice on board and implements the recommendations from other professionals, such as

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need to do better?

health visitors. This means that children with special educational needs and/or disabilities are extremely well supported. n The childminder embeds mathematical language throughout all activities. She uses every opportunity to expose children to mathematical language. For example, children are encouraged to count within activities, and to explore and understand size, quantity, and positional language. This supports children's understanding of mathematical concepts well. n The childminder plans a range of outings outside of the home. Children regularly attend local playgroups where they develop their social skills with other children. They visit local farms and woodlands and learn about nature and the world around them. Children also broaden their experiences beyond their usual environments during visits to transport museums.

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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 allow children sufficient time to speak and answer the questions asked, to develop their language and communication skills even further.

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Setting details

Unique reference number EY498883 Local authority Rotherham Inspection number 10291007 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 8 Date of previous inspection 5 April 2023

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Information about this early years setting

The childminder registered in 2016 and lives in Rotherham. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3. She occasionally works with an assistant. The childminder provides funded early education for two-, three- and four-year-old children.

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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 provider. n The childminder showed the inspector around areas of her home used by children and explained how she supports children's learning and development. n A joint observation was carried out by the childminder and the inspector. n The inspector observed the quality of the interactions between the childminder and the children and assessed the impact on children's learning. n Parents shared their views with the inspector through written feedback. n The childminder provided the inspector with a sample of key documentation on request, including evidence of paediatric first-aid training and public liability insurance.

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Inspection activities

12 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

12 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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