Childminder in Sheffield

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Requires improvement

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The provision is inadequate

The childminder does not have a clear enough understanding of children's development across the seven areas of learning. She does not plan purposeful learning opportunities that build on what children already know and can do. Therefore, children do not make the best possible progress of which they are capable. The childminder has not addressed the weaknesses in the quality of education provided, since the last inspection.

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The provision is inadequate

Despite this, children arrive happily at the childminder's home. They greet the childminder's pets, saying, 'Good morning, Mr Fish.' On arrival, the childminder speaks with parents about their child's day so far. She finds out some information about children's care needs and interests. She helps children to remember their recent experiences. For example, they pretend to blow out candles on a toy cake, talking about their recent birthday celebrations.

p.2

The provision is inadequate

Although the childminder has a good overall relationship with parents, she does not share information with other settings children attend. She does not work together with other professionals, such as speech and language therapists, to ensure children's individual needs are met.

p.2

The provision is inadequate

The childminder talks to children about the behaviour rules. She reminds them to share with their friends. She uses some appropriate behaviour management strategies, such as distracting children with a different activity. However, when children find it difficult to manage their emotions and behaviours, the childminder does not respond sensitively. She does not use effective strategies to help children to develop a positive sense of themselves.

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need to do better?

n Since the last inspection, the childminder has completed some training. However, her knowledge remains weak and she has not made the improvements needed to raise the quality of care and education she provides. The childminder has a poor understanding of the seven areas of learning and how to support children's development. She provides a range of toys and activities which children enjoy. However, the childminder does not plan a sequenced curriculum and her teaching is not focused sufficiently to build on children's current skills. Consequently, they do not make the best possible progress of which they are capable. n The childminder does not plan a broad curriculum. She focuses her curriculum on teaching children about letters, numbers and early mathematical concepts. For example, when making sandcastles, she models mathematical language, saying, 'I'll fill my two,' and, 'Fill it all up.' Children show that they remember

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need to do better?

2 July 2024 what they have learned. They sort buttons by their shape and colour with ease. However, the childminder lacks understanding of how to teach early literacy. She teaches children skills, including the names of letters and the sounds they represent, before they are developmentally ready for this learning. This does not help children to work towards the early learning goal of using their phonic knowledge when learning to read. Therefore, children are not well prepared for the next stage in their education. n Children confidently decide what they would like to play with. They pretend to be an 'ice-cream man'. The childminder interacts warmly with them. She introduces new words. For example, she talks to children about the different flavours. However, the childminder does not use her assessments of children well enough to identify if they need additional support with their communication and language skills. She does not work with other professionals, such as speech

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need to do better?

and language therapists, to provide children with the extra support they need. Although the childminder shares some information with parents, she does not share information with the other settings children attend. As a result, the people providing children's care and education are unable to work together to meet children's individual needs. n The childminder explains to children what the behaviour expectations are, including sharing with their friends. However, when children become dysregulated, the childminder sometimes speaks negatively to them. For example, describing them as 'naughty' or 'silly'. The childminder does not understand the impact this has on children's developing self-esteem. She does not provide educational programmes which support children to understand their emotions. As a result, children do not always feel safe and secure at the setting. n The childminder's hygiene practices are poor. She does not teach children to

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need to do better?

wash their hands before and after eating. She does not wash her own hands, or clean the changing mat, after changing children's nappies. This increases the risk of the spread of infection and does not promote children's good health. n The childminder gives children their dummy when they are not upset or in need of comfort. Children try to talk about their play, however the dummy restricts their ability to communicate clearly. This does not promote children's good oral health or support their developing language skills.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

complete professional development to ensure the knowledge and skills required to understand the areas of learning taught 02/10/2024

p.4

Due date

plan and deliver broad educational programmes which are appropriately sequenced to support children to make good progress in all areas of learning 02/10/2024

p.4

Due date

use assessment to identify gaps in children's learning and share information with other professionals working with children, so that teaching can be tailored to meet individual children's needs 02/10/2024

p.4

Due date

ensure children's behaviour is managed in an appropriate and consistent way that helps children to understand their emotions and manage their behaviour 02/10/2024

p.4

Due date

implement effective hygiene practices and take steps to promote children's good oral health. 02/10/2024

p.4

should:

n review the use of dummies, so that children's oral health and communication and language skills are better supported.

p.4

Setting details

Unique reference number EY390393 Local authority Sheffield Inspection number 10305900 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 3 Number of children on roll 3 Date of previous inspection 10 July 2023

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Information about this early years setting

The childminder registered in 2009 and lives in Sheffield. She operates all year round, except for bank holidays and family holidays. Sessions are from 8am to 5pm, on Mondays and Tuesdays only. The childminder provides funded early education places for two- and three-year-old children.

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Inspection activities

n The inspector discussed any continued 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 completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their views of the childminder's setting with the inspector.

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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

2 July 2024 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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