Chesham, Rebecca

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 are happy and settled in the childminder's warm care. They form secure attachments with her kind and nurturing support. Children enjoy the childminder joining in with their play. The childminder supports children by her reassuring praise and guidance. She has high expectations for children and they make good progress overall. Children are well prepared for their future learning, including starting nursery and school. For example, they learn to enjoy choosing a favourite song, book or nursery rhyme and to listen well and join in enthusiastically.

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The provision is good

Children grow in confidence and learn to behave with 'kind hands' and consideration for others. For example, they help to tidy their toys away before they start the next activity. Children follow the childminder's considered instructions and learn to make decisions about what to play with or work on next. They develop their social skills and independence. For example, the childminder gives them regular opportunities to meet other children at local play sessions. Children enjoy many visits to farms, country parks and other places of interest. They learn to play safely and to develop an awareness of healthy living. Parents strongly appreciate the care, support and guidance they receive from the experienced childminder.

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need to do better?

n The childminder plans well, overall, to encourage children to make good progress in different areas of their learning. She works closely with parents to understand children's needs and interests. The childminder uses this knowledge as a starting point for children's future development. However, she does not consistently ensure that children deepen and build on new learning throughout their play. For example, she does not consistently vary the questions she asks children to expand on their answers and strengthen their knowledge and understanding. n The childminder identifies any significant gaps or delays in children's learning effectively and works well to address them. For example, she guides parents to seek the support of other professionals, such as health visitors and speech therapists. The childminder works with parents to act on any advice professionals give and helps children to achieve well.

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need to do better?

n The childminder helps children develop their early mathematical skills well. Children are regularly engaged in counting activities as they play their games and in their role play. They learn to sort objects by shape, size and colour as they make their play dough models or tidy toys away. Children learn to identify and name circles, squares and rectangles, for instance, in the books they are reading and objects around them. n Children's communication skills are well supported. They develop a love of books and songs. For example, young children excitedly lift the flaps to discover what

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need to do better?

3 May 2024 animal they will find in the book 'Dear Zoo'. Older children enjoy learning and saying the names of different dinosaurs, such as 'Ankylosaurus', as the childminder reads their favourite books about dinosaurs to them. n The childminder is a warm and positive role model. She supports children's personal development strongly. The childminder encourages children to use good manners and to behave well. Children learn to pay attention to others, say 'please' and 'thank you' and to share with others. They learn to take turns and make choices and decisions in their play. n The childminder plans well for children's physical development. She helps build their hand control, such as through squeezing, rolling and shaping their play dough, threading beads and using pens and pencils of different thicknesses. These skills help to prepare children for later writing tasks. Children build their strength and learn to balance as they ride their bicycles and scooters, and run

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need to do better?

and jump on their frequent walks and park visits. n The childminder is ambitious to help children grow to be happy and self- confident. She makes use of training, for instance on developing her planning. The childminder discusses her practice with other childcare providers during weekly play sessions. She works closely with the local schools. n Parents strongly recommend the childminder. They particularly appreciate how happy and engaged their children are in her care. Parents welcome the very regular information the childminder shares with them on their children's daily activities and ongoing progress.

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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 strengthen the interactions with children to further reinforce and deepen their knowledge and understanding.

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Setting details

Unique reference number EY425970 Local authority Barnsley Inspection number 10335488 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 10 Date of previous inspection 18 June 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Shafton, on the outskirts of Barnsley. She operates all year round, from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder 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 childminder. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector spoke to children to find out about their time with the childminder. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the childminder's setting through written feedback.

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Inspection activities

3 May 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

3 May 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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