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 show that they are comfortable, confident and happy in this welcoming setting. They respond positively to the childminder's warm interactions. The childminder creates strong bonds with children, and is sensitive to each child's individual emotional needs and well-being. On arrival, older children self-register by choosing their name and putting it on the board. Once in the setting, the childminder provides children with access to a wide variety of different play and learning opportunities inside and in the large garden.

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The provision is good

The childminder treats children with respect and warmth. Children use lovely manners and are generally well behaved. When children sometimes need reminding to share, the childminder does so in a consistent way, as well as planning activities to encourage sharing. For example, when playing with play dough, the childminder encourages children to share and take turns with the rolling pins. She offers lots of praise and encouragement for children's efforts.

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The provision is good

The childminder has an ambitious curriculum for all children, with the main aim of them being school ready. The childminder reflects well on children's past learning. For example, when children take part in a creative activity using natural resources they had collected previously, she asks children where the leaves, flowers and pine cones have come from and reminds them of when they collected them. The childminder speaks clearly and asks open-ended questions to promote children's learning.

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need to do better?

n Children in this setting are very independent and manage their self-care skills very well. For example, older children use the toilet and wash their hands independently and drink from open-top cups. The childminder encourages younger children to feed themselves and attempt to wipe their own hands with a cloth. n The childminder carefully observes children's progress and identifies any gaps in their learning. She then plans activities to build on children's experiences and ensures that the activities cater for each individual child's stage of development. For example, when using play dough and natural resources, the childminder meets younger children's sensory needs, while also encouraging them to practise their fine motor skills. n The childminder understands the importance of promoting healthy eating and oral hygiene. She provides children with healthy snacks and meals and encourages them to brush their teeth after their lunch. The childminder reminds

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need to do better?

parents of children who bring packed lunches about the importance of providing children with a healthy and balanced diet.

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need to do better?

27 June 2024 n The childminder has good parent partnerships and keeps parents up to date with their children's development. However, the childminder does not consistently build strong partnerships with other professionals involved with the children in her care to support children who are moving on to new settings. n The childminder keeps up to date with training to refresh her skills and knowledge. She makes sure that the knowledge she gains from professional development benefits children's care and learning. n Children explore the world around them, such as in the garden and on outings to local parks. The childminder provides good opportunities for children to learn about diversity. Children learn about a variety of cultural festivals. They help to create posters and a book containing pictures of children and adults for many different cultural backgrounds and with different disabilities. Children explore

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need to do better?

differences between themselves, such as hair type and eye colour. n The childminder provides children with a number of different learning opportunities. However, she does not plan opportunities to introduce more mathematical language during activities to further develop children's knowledge of number, size, length, weight and shape.

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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 develop partnerships with other professionals to further support children when transitioning to new settings n incorporate mathematical language into activities to encourage children's understanding of counting and mathematical vocabulary.

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Setting details

Unique reference number EY437672 Local authority Rotherham Inspection number 10347041 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 16 August 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Sheffield. She operates all year round, from 8am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for children aged two, three and four years.

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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 childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

n The childminder provided the inspector with a sample of key documentation on request. n Children spoke to and 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

27 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

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