Powell, Adele Amanda

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

p.1

The provision is good

The childminder's home is full of laughter. Children share stories with the childminder and visitors, and laugh throughout. They are very happy and confident, as the childminder makes them feel safe and secure. Children excitedly run to show their sunflowers that they have planted. They are very proud of their achievements. They explain that they need water, when the childminder says 'we planted bulbs'. Children say that they look for flowers in the park as well.

p.2

The provision is good

Children enjoy playing independently. Younger children pretend to feed bottles to the toy babies, while older children draw on pretend tablets. They create pictures of lions and the childminder shares new words, such as 'you've drawn the lion's mane'. Children greatly enjoy interacting with the childminder. They all make snakes out of dough together, and the childminder asks 'which is longest?'. They talk about the colours of the dough and sing familiar phrases and songs, including 'You can't catch me, I'm a Gingerbread Man' and 'Twinkle twinkle little star'.

p.2

The provision is good

Children enjoy spending the week visiting places. They attend baking club, visit the farm, and like to be physically active at the play gyms. This helps children to have new experiences and socialise with other children. Children's behaviour is very good. The childminder encourages them to use good manners when asking for help or interacting with other children.

p.2

need to do better?

n The childminder knows the children well and has a clear plan for what they will learn next. She ensures that the children's interests are included, and wants them to have fun as they learn. The childminder knows what activities to implement to help children to develop their skills, such as developing their fine motor skills through using dough. n Partnership working with parents is effective, and the childminder gives parents ideas to support children's learning at home. Children take home books to share with their families at home. The childminder informs parents of the activities that they have done, so they can try them again at home. n Parents are very complimentary of the service provided by the childminder. They comment on the range of activities available. Parents appreciate that the children spend time in the community and learn about special festivals, such as Easter. Parents are also pleased with how well the childminder communicates

p.2

need to do better?

about the children's day. n The childminder encourages children to try things first before doing it for them. There is a mutual respect between the childminder and the children. This supports their good behaviour as children's voices are heard. Any issues that arise over sharing are dealt with quickly. The childminder explains the concepts

p.2

need to do better?

18 March 2024 of right and wrong. She supports children to return to their play swiftly. n The childminder has begun to evaluate her service. She is aware of her strengths and has made adaptations since the COVID-19 pandemic. However, the childminder does not yet include parents' and children's views in this evaluation, in order to further enhance the service she provides. n Strong links are made with the community. The childminder supports children to extend their physical development at the play gyms and local parks. Children develop road safety skills on their walks and pick up litter. The childminder talks about how to keep their local area clean. This develops an understanding of caring for their community. n The childminder attends mandatory training and completes professional reading. However, she has not yet identified professional development opportunities that will enhance her knowledge and teaching skills to extend children's learning

p.2

need to do better?

further. n Mathematics skills are skilfully woven into children's play. The childminder encourages counting and sorting while children use tweezers to sort the dinosaurs into coloured bowls. Children confidently count the dinosaurs and make patterns with the colours. n The childminder has strong links with the local school. She has built relationships with the teachers. The childminder shares information in preparation for children starting school. Children get to know the environment before they join the school.

p.3

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 develop the self-evaluation process to include the views of parents and children to plan for continuous improvement n identify a plan for professional development to further enhance the quality of education.

p.3

Setting details

Unique reference number EY231663 Local authority Sheffield Inspection number 10308123 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 6 Date of previous inspection 19 March 2018

p.4

Information about this early years setting

The childminder registered in 2002. She lives in the Wincobank area of Sheffield. The childminder operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children.

p.4

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 that they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and children. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a communication and language activity with the childminder. n The childminder and inspector discussed how the curriculum had been

p.5

Inspection activities

implemented and the impact that this had on children's learning. n Parents shared their views of the childminder's setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

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

18 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

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