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

Children happily enter the welcoming environment. They approach the childminder for cuddles and affection before they become involved in their play. Quieter children take comfort in having cuddles with the childminder until they are ready to go and explore. The childminder is very nurturing and helps children to feel emotionally secure. She validates children's feelings. This allows children to thrive and form secure relationships. Children are extremely happy and content.

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The provision is good

The childminder implements a good curriculum. Children have opportunities to develop their language, physical development and problem-solving skills. For instance, the childminder encourages young children to build towers with bricks. This helps to develop their small hand muscles and hand-eye coordination. The childminder introduces older children to shapes and colour when they build with interconnecting plastic rods and parts. She encourages children to persevere and problem solve. Children are deeply engaged in their learning.

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The provision is good

The childminder promotes children's positive attitudes to learning effectively. She creates a calm environment. Children from a young age are able to remain focused on activities and show good concentration. This helps them to learn well. The childminder models good behaviour. She encourages children to share and take turns. The childminder speaks softly to children and listens intently when they speak to her. Children copy the childminder. They listen and wait for their friends to complete a task before they attempt it. All children tidy up the toys before starting a new activity. Children's behaviour is good.

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need to do better?

n The curriculum supports children's early mathematics skills well. She uses play experiences to encourage children to develop their mathematical vocabulary. For example, the childminder incorporates early numbers and counting everyday objects into children's play. She talks about size and quantity during snack time and during role play. The childminder makes sure that children embed their knowledge before moving on to the next stage in their learning. n At times, the childminder does not always challenge children during adult-led activities. For example, when children sort pom-poms into colours, the childminder encourages them to identify matching colours in a book. However, as the activity continues, the childminder does not extend the activity, and children complete the activity easily and from memory. n Children develop memory skills, such as through singing songs. They sing familiar songs independently and confidently. Children take turns to choose their

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need to do better?

favourite rhyme. They develop their large muscles when they carry out the actions to songs. Children make the link between songs and their experiences

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need to do better?

22 April 2024 with the childminder. For example, they recall the colours from a story they have read. n Children have exciting opportunities to develop an understanding of the world. They make connections and develop a sense of belonging, such as they walk around and learn about their community. The childminder takes children to visit the cafe and purchase items. This helps children to learn about real-life situations with money. The childminder teaches children how to keep safe when crossing a road and out in public. n The childminder encourages good personal hygiene care. Children pretend to be dentists and practise brushing teeth on a large model of the mouth. The childminder teaches children about bacteria, plaque and tooth decay. Children have a good understanding of the importance of oral hygiene. n Children gain independence skills. For example, they wash their hands for snack time. Children show respect and kindness when waiting for their turn at the

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need to do better?

wash basins. They access the different activities freely. This helps children to develop greater independence. The childminder positions herself close by to engage in children's play. She provides lots of praise and encouragement to help develop children's self-esteem. Children make good progress from their starting points in learning. n The childminder completes timely assessments and reviews. She has a good knowledge of partner agencies and works closely with local schools. This ensures that all children with special educational needs and/or disabilities are identified early. The childminder shares information with parents effectively. She keeps parents informed about their child's progress on collection. This supports parents to continue their child's learning at home.

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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 focus professional development on how to support children more effectively during adult-led play to extend their learning further.

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Setting details

Unique reference number 302953 Local authority Rotherham Inspection number 10335192 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 7 June 2018

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Information about this early years setting

The childminder registered in 1993 and lives in Wath-upon-Dearne. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate early years qualification. The childminder works alongside a co-childminder.

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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 completed a learning walk with the inspector and discussed the early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the childminder and the setting with the inspector. n Children communicated with the inspector during the inspection.

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Inspection activities

22 April 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

22 April 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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