Childminder in Doncaster

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children have a close bond with the childminder. They look to her when they need support. The childminder shares a warm hug with children to help them settle. This supports children's emotional well-being. The childminder works with an assistant to care for more children. However, these arrangements are not always effective. For example, there are times when there are too many children for the childminder to manage effectively on her own. This means that children are not always fully engaged in their learning.

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The provision requires improvement

The childminder plans a range of experiences and trips for children to develop their interests further. For example, children develop their love of science when they visit the local museum. The childminder encourages children to keep themselves safe as they go on trips outside the setting. Children understand and follow instructions well. This helps children to understand what risks there might be in the environment. For example, holding hands and walking calmly when walking near a busy road. This develops children's personal, social and emotional skills. The childminder encourages children to develop their independence. Children master using a spoon while they eat their cereal. Children who are ready for school learn how to put on their own shoes. This helps children to prepare for the next stage in their learning.

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need to do better?

n At the start of the inspection, the childminder did not have their expected assistant at the setting. Therefore, she had a larger number of children in her care. The childminder took immediate action to arrange for the collection of children. She supervised children's safety and quickly took action to ensure she can meet children's individual needs. However, she was unable to consistently provide time and attention to children to further support their learning during this time. n The childminder understands how to support children's learning and development. However, the curriculum is not yet fully embedded. Although the childminder follows children's interests, she does not always focus on how to extend learning further. For example, the childminder does not always give children the opportunity and time to problem solve. As a result, children do not make as rapid progress as they could across the seven areas of learning.

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need to do better?

n The childminder assesses children's learning. She gathers information from parents about what children already know and can do. She gets to know children and their families before carrying out any assessments. This helps the childminder to identify any gaps in children's learning. The childminder uses this information well, overall, to plan for children's next steps in their development. n Children enjoy a range of physical activities. The childminder regularly takes

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need to do better?

13 June 2024 children to the local park. Children build their muscles as they pull up on the climbing frame. Younger children develop their confidence as they use the equipment at the park. The childminder sensitively supports children. This helps them to keep trying. Children celebrate with the childminder as they achieve what they set out to do. n Children have regular conversations with their peers and the childminder. The childminder models the correct pronunciation of words back to children. This helps children's developing speech and language skills. n Children do not always get the support they need to manage their own feelings and behaviour. For example, when children are wanting to play alongside others, they sometimes push each other away. The childminder does not always recognise and address this. As a result, children are not consistently learning about the possible consequences of their behaviour.

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need to do better?

n The childminder identifies appropriate training to further meet children's individual learning needs. For example, she has recently completed the special educational needs/and or disabilities coordinator training. This is helping the childminder reflect on what is working well and what could be improved in her practice. She works closely with the local authority to put together targeted learning plans for children who require additional support. n The childminder understands her responsibilities for recruiting an assistant. She gathers relevant information to ensure ongoing suitability to work with children. She has regular meetings with her assistant to help them in their practice. n Parents comment on the good communication from the childminder. They feel informed about their children's learning. The childminder provides settling-in sessions to help children and their families as they join the setting. Parents are

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need to do better?

pleased with how quickly their children have settled with the childminder.

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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 improve staffing arrangements further to ensure children's individual needs are consistently being met n consider further how the curriculum builds on what children know and can do to help them make the best possible progress in their learning n build on opportunities for children to identify and talk about their feelings to help them in managing and understanding their emotions.

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Setting details

Unique reference number 2666739 Local authority Doncaster Inspection number 10352843 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 17 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Doncaster. She operates all year round from 8am to 7pm, Monday to Friday, except bank holidays and family holidays. She holds a relevant level 3 childcare qualification and works with an assistant.

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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 We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector spoke with the childminder about the leadership and management of the childminder's setting. 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 The childminder and inspector discussed how the curriculum had been

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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. n Children spoke to/communicated with the inspector during the inspection.

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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

13 June 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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