Childminder in Barnsley

Overall effectiveness Good

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

p.1

The provision is good

The childminder and her assistant form warm, caring relationships with children and their families. The childminder spends time finding out about children before they start at the setting. She provides a gradual introduction to the setting. As a result, children settle well into her care. The childminder tells parents about their child's day. She works together with parents to help children achieve their next steps in learning. For example, she shares ideas on how they can support their child's development at home. The childminder knows how to put in place targeted support and work with parents and other professionals if children do not make good progress.

p.2

The provision is good

Children have opportunities to develop their physical skills and learn about the world around them. The childminder takes them to the local park. Children confidently notice when there are no other people or dogs at the park. The childminder helps them to think about where the people might be today. The thoughtful conversations they have help children to develop their communication and language skills.

p.2

The provision is good

The childminder has high expectations for children's behaviour. Children are polite and behave very well. The childminder teaches children the importance of sharing with their friends. This means that children are engaged and ready to learn.

p.2

need to do better?

n The childminder has a good understanding of what she wants children to learn and be able to do from their time at her setting. She finds out children's current levels of development through discussions with parents and observations. She uses this information to know what children need to learn next. n The childminder provides learning opportunities that support children's next steps in learning. However, this is not always consistent. For example, interesting objects are placed on the wall to encourage children to pull themselves up to stand. But, adults sometimes carry children rather than supporting them to walk. The childminder has plans to provide further training and support that will continue to improve the quality of teaching. n The childminder engages in back-and-forth interactions with babies, repeating the sounds they make. The childminder introduces new words as she talks with older children. For example, children talk about the 'spiky' conkers and the

p.2

need to do better?

childminder explains that the inside is 'smooth'. Children pick wildflowers. The childminder helps them to compare daisies and dandelions. This helps children to learn new words and early mathematical concepts. n Despite good teaching practices, there are times when the childminder and her assistant do not consistently support children's communication and language

p.2

need to do better?

11 September 2024 development. For example, when children sing to themselves, adults do not join in and sing with them. n Children have daily opportunities to go outside. They go on walks in the local community and visit the park. The childminder holds their hand as they balance on a beam. Babies spend time playing on their tummy. They develop the core strength they need to begin crawling. As a result, children make good progress in their physical development. n Children and adults share warm and respectful relationships. Children say 'yes please' when adults offer them help. When babies disrupt older children's play, adults support them to understand that they want to join in. Although older children are unsure at first, they later show pride in their achievement, saying, 'I'm sharing!' Children learn to manage their emotions and to play alongside their friends. n The childminder provides settling-in sessions and gets to know children's

p.2

need to do better?

routines before they start at her setting. Children look to adults for support and reassurance. Children are supported to develop their independence. Babies use a spoon to feed themselves. Older children wash their hands and choose their bowl at snack time. Sometimes, adults do things for children that they could do for themselves, such as cutting and peeling their fruit. n The childminder shares information with parents each day. She works with parents to help them understand how they can support their children's learning at home. For example, she explains that babies are ready to move from using a baby seat to a highchair at mealtimes. This means that children make good developmental progress.

p.3

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

should:

n further develop the consistency of teaching so that all opportunities to extend children's learning development are utilised n enhance teaching so that children make the best possible progress in their communication and language development n build upon already good practices, providing children with more opportunities to develop their independence.

p.3

Setting details

Unique reference number EY500528 Local authority Barnsley Inspection number 10350132 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 16 Date of previous inspection 14 March 2024

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Ardsley, Barnsley. She opens from Monday to Thursday between 7am and 6pm, and Friday from 7am until 9am, all year round, except for family holidays and bank holidays. The childminder works with one assistant. She provides funded education for two-, three- and four-year- old children.

p.4

Inspection activities

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 The childminder spoke to the inspector about children's learning and development. n Children spoke with the inspector during the inspection. n The inspector talked to the childminder's assistant at appropriate times during the inspection and took account of her views. 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 setting with the inspector.

p.4

Inspection activities

11 September 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.

p.4

Inspection activities

11 September 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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