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 Good

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The provision is good

Children enjoy their time immensely in this welcoming home-from-home environment. They laugh out loud and have fun as they play. The childminder and her assistants support children well to develop their hand-to-eye coordination skills and small-muscle development. For example, children pick up pieces from the inset boards and turn them around until the shape fits into the space. They show how they can persevere and focus their attention, without getting distracted, to achieve their goal. The curriculum supports children to build a positive attitude to their learning, such as their concentration and enjoyment.

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The provision is good

Children behave very well. There are respectful relationships between the childminder, her assistants and the children. Children show how they feel safe and secure in their care. The childminder and her assistants are aware of the continued impact of the COVID-19 pandemic for some children. They offer support and emotional security for children who, at times, find it difficult to leave their parents. The childminder and her assistants also meet up with other childminders to build a wider social network for children. This helps children to build confidence, resilience and independence and supports their move on to school when the time comes.

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need to do better?

n The curriculum enhances children's early understanding of nature, literacy and language development. For example, children take part in first-hand scientific explorations, such as the life cycle of caterpillars. They recall new vocabulary such as 'cocoon' as the childminder reads the story 'The Very Hungry Caterpillar'. Children call out words to describe the size of the caterpillar after it has eaten all the food in the book. For instance, they say that the caterpillar will be 'enormous', 'humongous', 'gigantic' and 'ginormous'. Children show what they remember and what has been taught. n Overall, the childminder's curriculum for mathematics is good. Children recognise shapes as they play indoors and outdoors and use language to describe size. For example, children recognise a square as they fix bricks together. They hold up their fingers, with support, to represent numbers being read to them, such as

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need to do better?

one apple and two pears. However, the childminder's teaching of number and counting to children is not as secure as that of shape to enhance this learning further. n Children have lots of opportunities to go out into the community and get fresh air. For example, they go on woodland walks and play on the large field nearby. The childminder also arranges visits from the local police. These personal experiences help to increase children's knowledge of the important members of society and people who help them. n Children enjoy outdoor play. They ride wheeled toys in the garden, manoeuvring

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need to do better?

2 July 2024 safely around their friends. They learn how to take appropriate risks as they walk on bucket stilts and leap from one stepping stone to another. Children show how they can listen and take instruction to 'freeze' and 'go'. They pretend to be statues and stand on one leg. Children know, when asked, that flamingos also stand in this way. These opportunities help to develop children's physical skills, health and well-being. n The childminder and her assistants teach children about some special events and festivals, such as Mother's Day, Father's Day and Diwali. However, the curriculum for understanding the world is not yet broad enough to teach children about other cultures and religions different to their own. n Children on the pathway to diagnosis are supported very well. The childminder and her assistants work closely with parents and other professionals. They accompany children to the local schools and support early transition visits.

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need to do better?

Children on the pathway to diagnosis show the good progress they make from their starting points. For example, they use words to show their achievement, such as 'I did it' when they leap across the stepping stones. n The childminder and her assistants provide an inclusive setting. They complete mandatory training and online courses to enhance their knowledge. They evaluate each other's practice and share ideas to continually improve the provision to benefit children further.

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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 build on ways to enhance the teaching of counting and number to develop children's skills further in this aspect n consider the curriculum for understanding the world to enhance children's knowledge about cultures and religions different to their own.

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Setting details

Unique reference number EY469047 Local authority Doncaster Inspection number 10351378 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 12 Number of children on roll 16 Date of previous inspection 31 October 2018

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Information about this early years setting

The childminder registered in 2014 and lives in Doncaster. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder works with two assistants.

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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 provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to 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 on the childminder and her assistants with the inspector.

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Inspection activities

2 July 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

2 July 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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