Yate, Kerry Renee

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 are engaged and motivated during their time with the cheerful, warm and experienced childminder. They make good progress, overall, in all aspects of their development. Children develop the skills and understanding that prepare them well for further education. For example, children build their social skills through listening together to the childminder's well-told stories, playing with older children before and after school times and meeting others during their playgroup visits.

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The provision is good

Children are very well behaved. Parents comment that they smoothly settle into the childminder's care and build strong relationships. Children are eager to attend. The childminder is a very positive role model and has high expectations for children's behaviour. For example, children learn to share their toys with each other and politely tell the childminder what they would like to play with next or choose from the nutritious snacks she provides.

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The provision is good

Children achieve good levels of independence as, for example, they learn to take off and put on their own coats and tidy away their toys. Parents welcome the care and support their children receive and the close partnership the childminder builds with them to ensure they work together to meet their children's needs.

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need to do better?

n The childminder makes good use of information from parents and from her own accurate observations to build on children's knowledge and interests. She has a good understanding of how children develop and progress. However, she does not consistently take all opportunities to support children to fully extend their learning. For example, she does not ask questions in different ways to help children think and further use their new knowledge. n Children's speaking and language skills are promoted well. The childminder introduces children to new vocabulary through, for instance, songs, rhymes and games. She introduces new words and phrases as they play. For example, two- year-old children confidently talk about 'filling', 'emptying' and 'pouring' as they fill containers in their dry rice and pasta tactile play. n The childminder strongly supports children's love of books. She ensures that children have regular access to a wide range of traditional and popular children's

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need to do better?

books as they play. She brings the stories to life through role play, such as a 'going on a bear hunt' trail in the garden or park, telling stories with puppets and toy model characters or baking a 'gingerbread man'. n The childminder helps children develop their early mathematical skills well. Children are regularly engaged in counting activities as they play their games and in their role play. Children learn to sort objects by shape, size and colour as they play. They learn to identify and name circles, squares and rectangles, for

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need to do better?

25 September 2024 instance, in the books they are reading and objects around them. n The childminder strongly promotes children's personal development. She encourages children to use good manners and to behave well. She uses games and stories to help children recognise their different emotions and to understand that everyone feels happy or sad sometimes. Children learn to pay attention to others and to say 'please' and 'thank you'. n The childminder plans well for children's physical development. She helps build their hand control through shaping their play dough, picking up small objects with tweezers, mark making in sand and water, and sensory play. These skills help prepare children for later writing tasks. Children build their body control and balance as they sing action songs, such as 'Heads, Shoulders, Knees and Toes', climb the steps in the childminder's well-planned garden or visit soft play and

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need to do better?

nearby parks. n The childminder is a reflective and focused practitioner. She regularly gathers the views of parents and children through questionnaires and discussions to strengthen her provision. She meets frequently with childminders and other early years practitioners to share the outcomes from recent training and discuss the development of their practice. n Parents strongly recommend the childminder, including travelling some distance to use her services. They particularly appreciate the many opportunities children have to play outdoors and visit local farms and other places of interest.

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 focus professional development on helping children to fully extend and enrich their knowledge and skills.

p.3

Setting details

Unique reference number EY462564 Local authority Sheffield Inspection number 10364178 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 16 Date of previous inspection 29 January 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Sheffield. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays.

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Inspection activities

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 the 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 and discussion.

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Inspection activities

25 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.

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Inspection activities

25 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

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