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 Not applicable

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The provision is good

Children arrive happy at this welcoming setting. Since the COVID-19 pandemic, parents hand over their children to the childminder at the gate. The childminder reports the positive impact of this practice. For example, how swiftly children form close bonds and attachments with her and her assistants. The childminder considers children's emotional needs well. She offers children a safe and stimulating environment to play and learn.

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The provision is good

Children talk about their feelings during play. They have opportunities to use a mirror to look at their facial expressions. The childminder develops children's emotional literacy with words, such as happy and sad. Overall, children behave very well. When they do struggle to share toys, the childminder engages in sensitive exchanges to resolve upset and return to balance.

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The provision is good

The curriculum has a good impact on children's physical development. Children ride wheeled toys outside. They demonstrate their skill to manoeuvre around their friends and to use their feet and hands to push and steer themselves safely. Children carry water in small containers from one area to another. They use pipettes to suck up and squirt water onto blocks of ice. Children use a range of tools to attempt to break the ice. The childminder provides play that encourages children to think and solve problems, such as how they can release the toy dinosaurs from the ice.

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need to do better?

n The childminder has a good knowledge of how to support children's early language development. For example, she plans small-group interactive sessions to help children practise their mouth movements. Children take part in lip, jaw and tongue exercises. However, the childminder does not always consider involving other professionals to help enhance her already good practice where children's speech is delayed. n Children hold pieces of material and show how they can listen and follow instructions. They make shapes, such as circles, and show their knowledge of tempo as they move their material slowly. Children follow directions to touch their head, shoulders, knees and toes. The childminder finds creative ways to encourage children's large and small movements. n Children have opportunities to go out into the community. They walk to the local castle and take trips on the bus. Children visit nearby country parks and feed the

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need to do better?

ducks. They show how they can recall memories. For example, they remember seeing the police officers on their outing and listening to the sirens on the police car. Children learn about nature and people who help them. n The childminder speaks with children about different cultures and religions.

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need to do better?

14 August 2024 Children celebrate festivals, such as Diwali. The childminder talks with children about the differences between themselves and others, such as the colour of their hair. Also, about different family makeups and the special relationships they have with relatives, such as grandparents. The childminder supports children's early understanding of diversity and the world. n Parents speak highly of the childminder. They say she is 'exceptionally professional, kind and caring'. Parents talk of the good progress their children make in the childminder's care. The childminder uses effective communication methods to make sure parents are informed about their child's experiences and development. The childminder shares assessments with parents, including the two-year progress check. She also provides transition documents to school when the time comes for children to move on. However, the childminder has not yet

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need to do better?

fully developed effective partnerships with local schools to enhance the continuity of learning between the two settings further. n The childminder and her assistants consider their professional development to benefit children. For example, they complete early years child development training. Assistants also complete early years qualifications to help enhance their knowledge and practice further. The childminder is very reflective. She knows her own strengths and areas she would like to improve to raise outcomes for children.

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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 consider working in partnership with other professionals to help enhance the breadth of support already in place where children's speech development is delayed n promote partnerships with local schools that children attend to enhance the consistency in their learning and development.

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Setting details

Unique reference number 2757609 Local authority Doncaster Inspection number 10349651 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 13 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Conisbrough, Doncaster. She operates all year round. Sessions are from 9am to 3pm on Mondays, from 7.30am to 4pm on Tuesdays, from 8am to 3pm on Wednesdays and Fridays, and from 8am to 4pm on Thursdays, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the 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 of the childminder with the inspector.

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Inspection activities

14 August 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

14 August 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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