Childminder in Doncaster

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

The childminder works hard to develop strong, caring relationships with children and families. This gives children the confidence they need to settle well and explore the environment. The childminder regularly shares information with parents about their child's care and learning. She gets to know children well. This means that she can provide learning experiences that build upon what children already know and can do. Children make good progress across the areas of learning.

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The provision is good

Children's behaviour is good. They concentrate well on activities, showing curiosity and enjoyment in their play. The childminder interacts with children in a way that engages them. For example, when reading with children, the childminder helps them think about what is happening in the story. Children show that they are remembering what they have learned. They say, 'It's sand, don't eat it.' This supports their communication and language development.

p.2

The provision is good

The childminder knows the local community well. She takes children on weekly visits, such as to playgroups and music and movement sessions at the library. They visit the shops to buy fruit and get to know the primary school. This helps children to learn about the world around them. The childminder finds out about what children are learning at school. She uses this information to support their learning when they are with her too.

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need to do better?

n The childminder has a good understanding of what she wants children to learn. She uses her good knowledge of child development to plan exciting activities that help children make good progress. She notices if children are falling behind in their development. She works with parents to agree how they will support children to catch up. She knows how to refer to external agencies should this be necessary. n The childminder interacts warmly with children. She skilfully adapts her language and activities to meet their different needs. She repeats what children say, modelling the correct pronunciation of words. She introduces new words through stories, songs and play. This means that children are developing good communication and language skills. n The childminder introduces mathematical concepts. Younger children sing number rhymes, such as 'Five Little Ducks'. The childminder counts 'one arm, two arms' as she helps them put on their coats. When playing on the see-saw

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need to do better?

with older children, the childminder helps them understand that adding or removing weight makes it go 'up' or 'down'. Children excitedly exclaim, 'let me go down'. This helps children to understand number, weight, and position. n Children are developing their physical skills. They run and kick a ball outside.

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need to do better?

19 March 2024 The childminder helps them to negotiate steps, holding their hand and reassuring them. The childminder takes them on weekly outings where they can practise climbing and balancing. However, children do not have as many opportunities to climb and balance when they are at the childminder's home. n Children are developing their independence. The childminder teaches children to wash and dry their hands before eating. They pour their own milk and feed themselves using cutlery. Children are learning the routines. They find their own coats and shoes when it is time to play outside. The childminder praises children. They smile brightly at their own achievements. This helps children to develop their self-esteem and confidence. n The childminder supports children to share. She reminds them to use 'kind hands'. When younger children find this difficult, she distracts them with another activity. She talks with older children about their own and others' feelings. This

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need to do better?

helps them to understand the impact their behaviour has on others. n Parent partnership is a strength. The childminder talks with parents each day about their care routines and learning. When children attend more than one setting, the childminder shares information with them. She works with the other settings, and parents, to complete children's progress checks at age two. n The childminder attends regular training and completes professional development opportunities. She thinks about her practice and how this can be adjusted. As a result, the quality of care and education she provides continually improves.

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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 develop good teaching practices by providing more opportunities for children to develop their large-muscle skills further.

p.3

Setting details

Unique reference number 2648373 Local authority Doncaster Inspection number 10332877 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 15 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and is located in Bawtry. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a BA (hons) Childhood Studies and has qualified teacher status. She provides funded early education places for two-, 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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to/communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

19 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

19 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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