Round, Catherine Lucia

Overall effectiveness Good

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

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The provision is good

Children are engaged and motivated to learn during their time with the cheerful, positive and well-qualified childminder. They make good progress overall in all aspects of their development. Children develop the skills and understanding that prepare them well for further development. They learn to build on their vocabulary and language skills, for example, as they listen to the childminder introduce new words, such as 'scooping' in the enticing water play or 'dragging the car' along the play roads. The childminder helps children develop strong cutting skills as they slice fruit and vegetables to feed their soft toys, inspired by the story of 'The Tiger Who Came to Tea'.

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The provision is good

Children are very well behaved. They settle quickly into the childminder's care and feel safe and secure. The childminder helps them to increasingly recognise and manage their own emotions. She is a very positive role model. Children rise to her high expectations. For example, they learn to say 'excuse me' when they need to pass others and to be gentle and kind. Children achieve good levels of independence. Parents welcome the care and support their children receive from the time they start. They particularly welcome the close partnership the childminder establishes to help them build good routines for their children's learning and development at home.

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need to do better?

n The childminder plans an overall systematic and progressive curriculum to help children progress and meet their different needs. She shares information very well with parents to understand children's interests and level of development. However, she does not consistently identify and take opportunities that arise through children's play to fully embed and enrich all aspects of their learning, in particular supporting their emerging counting and ordering skills. n The childminder focuses strongly on developing children's communication and language skills. She plans well to encourage children to listen carefully to the spoken word, to enjoy hearing and repeating new words and develop the confidence to participate in conversations. She introduces them to new and useful vocabulary, for example, through asking encouraging 'what, 'when', 'where' and 'how' questions. n The childminder places the development of children's love of books, rhymes and

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need to do better?

stories at the centre of much of their learning. She helps children to broaden their knowledge of the world through well-chosen books, including fiction and non-fiction. For example, children enjoyed listening to facts about tigers as well as popular children's stories as part of celebrating International Tiger Day. n The childminder is passionate about her role and is ambitious for all children to make the most of their time with her. She makes good use of her previous

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need to do better?

29 July 2024 teaching experience to plan children's learning. She draws on the views of parents and children and works closely with other childminders and early years professionals, such as local authority advisers, to target her further development sharply. For example, she is currently researching ways to expand and deepen children's reading experiences. n The childminder develops children's personal and social skills well. She supports children to develop good levels of behaviour, self-awareness and independence. She helps them to make considered decisions and to respect their environment as, for example, they regularly choose from a range of activities and tidy away after themselves. Parents comment very positively about the progress children make in their confidence and sociability. n Children's physical development is systematically promoted. Children learn to refine their hand and finger control as they pick up very small objects with

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need to do better?

tweezers or use different thicknesses of pens, paints and chalks in their many creative activities. They learn to choose music and dance vigorously and rhythmically, or participate in climbing, running and yoga activities. n Parents strongly recommend the childminder. They appreciate the warm relationship she establishes with their children and themselves. Parents particularly comment on the sharing of information that helps children learn at home, for example, in their toilet training and love of books.

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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 planning and interaction with children to further embed and deepen learning, particularly their counting and ordering skills.

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Setting details

Unique reference number 2760529 Local authority Sheffield Inspection number 10349720 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Sheffield. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds qualified teacher status.

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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. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views on the childminder's setting through written feedback.

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Inspection activities

29 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

29 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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