Childminder in Rotherham

Overall effectiveness Good

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

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The provision is good

The childminder offers a very welcoming home-from-home environment for all children. Children show that they feel happy and emotionally safe in the childminder's care. For instance, they sit on her knee and close by on a rocking chair to listen to stories. The childminder has high expectations for behaviour and promotes children's positive attitude to learning. She helps children to learn why they take turns and share resources, and to tidy up after themselves.

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The provision is good

The curriculum enhances children's early understanding of nature, literacy and language development. For example, children take part in first-hand scientific explorations, such as the life cycle of an elephant hawk-moth. This is following their discovery of the insect on their walk to school. The childminder links children's learning to the story 'The Very Hungry Caterpillar'. She places the book in a way that children can see the pictures as she reads. Children say words, such as 'egg' and 'moon', as the childminder points to the objects. They say the sun is 'shining'. Children fill in the missing words when the childminder pauses her speech, showing what they have learned and remember. The childminder introduces new vocabulary in the story, such as 'pickle', 'salami', 'cocoon' and 'butterfly'. This helps children to understand these words in context.

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need to do better?

n The childminder offers a good mix of adult-led and child-initiated play and learning. She decides what she wants children to learn and the most effective way to teach it. The childminder responds very well to children's interests. She guides their development well through a range of play and learning. Children develop the skills they will need when the time comes for their move on to school. n Children wash their hands before eating. They sit at the table to enjoy toast and banana. Children take the pretend mobile phone from their pocket and call their parent. They explain about their self-care routine and what they are eating. Children say, 'Bye mum. See you later' before placing the phone back in their pocket. n The childminder provides a range of opportunities for children to be physically active. For example, she takes children to local parks and woods where they can climb trees and use larger play apparatus. The childminder also takes children

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need to do better?

on outings to country parks and forests where they can explore nature further. Children enjoy playing in the childminder's garden. They ride wheeled toys and push babies in the pushchairs. n Children enjoy visits to the local library where they collect books in a small trolley and then sit and read with the childminder. They learn about a range of calendar events, such as Mother's Day, Christmas, Easter, Chinese New Year and

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need to do better?

3 October 2024 Eid. The childminder links creative play to this learning by food tasting and planting seeds. She supports children to learn about the world and about similarities and differences between themselves and others. n The childminder shares information and photos with parents about the activities children take part in each day. She provides assessments of children's good development, such as the progress check at age two. However, she does not always seek information from parents on entry about what their child already knows to support the initial assessment. Additionally, the childminder does not routinely share information with other settings that children attend to support continuity of learning further. n The childminder intertwines mathematical learning as she encourages children's exploration and curiosity about nature and living things. Children feel the horse chestnut shells and learn words, such as 'prickly'. They touch and scrunch leaves

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need to do better?

in their hands. Children count the leaves from one to five. The childminder asks children to recall the items they collected in the woods. She helps them to find the answer by lining up the conkers, labelling them small, medium and large. The childminder supports children to recall animals that live in the woods, such as the fox, hedgehog and rabbit. She shows children photos to reinforce this learning. n Since the last inspection, the childminder has completed several training courses, for example Pockets of Wonder, Tiny Talkers and Nurture through Nature. She has received support from the local authority and been part of a learning mentor programme. The childminder considers her professional development to benefit children's learning further.

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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

should:

n support parents to provide information about what their child already knows and can do on entry to enhance initial assessments of learning n consider how to share information with other settings children attend to enhance continuity of learning further.

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Setting details

Unique reference number 303108 Local authority Rotherham Inspection number 10331832 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 8 Date of previous inspection 11 January 2024

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Information about this early years setting

The childminder registered in 1992 and lives in Whiston, South Yorkshire. She has an appropriate level 3 qualification. The childminder operates term time only, from 8am to 6pm, Monday to Thursday.

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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 Children spoke to the inspector during the inspection. n The inspector considered parents' written feedback as part of 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.

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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

3 October 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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