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 Good

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The provision is good

Children enjoy their time with this warm and caring childminder and her assistant. The childminder tends to children's care needs. She soothes them to sleep and offers cuddles and reassurance when they need it. Children enjoy exploring carefully selected resources that spark their curiosity. For example, they choose toys that make noises and shake and rattle them. The childminder allows them space to explore the noises that they make. They look into mirrors and smile as the childminder points out their features. Children feel secure in her care. They happily sit and play with her, laughing as they stack cups and knock them down. The childminder creates anticipation by saying, 'ready, steady, go'. Children build a positive bond with the childminder and her assistant.

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The provision is good

The childminder encourages children to tidy up their toys. She shows them how to do this. Children learn what is expected of them from a very young age. Children learn to feed themselves. The childminder teaches them how to use a spoon and she praises them when they try hard to do this. She gives them help when they need it. Children wipe their own faces after they have eaten. The childminder works hard to promote children's independence from an early age. When children start the childminder gathers information about children's needs. This ensures that she knows all that she needs to know about them. She finds out about their likes and dislikes. She finds out about any gaps in learning so that she can help them to make good progress.

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need to do better?

n When children start the childminder gathers information about children's needs. This ensures that she knows all that she needs to know about them. She finds out about their likes and dislikes. She finds out about any gaps in learning so that she can help them to make good progress. n The childminder decides what she is going to teach children by focusing on what children already know and can do. She plans what she wants children to learn next. She considers activities and how they can be tailored to support what children need to learn next. n The childminder plays with children on their level. She models words such as 'star', 'big' and 'small' as children play. She encourages a love of reading and books by regularly sharing stories with children. This helps them to develop their vocabulary. n The childminder blows bubbles and says 'pop' as they burst. Children try to pop them. She shows them how to blow and they have a go themselves. They take

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need to do better?

turns to blow the bubbles. As children grow their confidence, they dip the sticks into the bubbles and then blow them. They develop their fine motor skills and hand-eye coordination as the navigate the small sticks into small tubes.

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need to do better?

3 October 2024 n The childminder and her assistant model play for children. They roll cups on the floor and from different heights to see how far they will go. Children then copy and try themselves. They build their confidence and explore cause and effect. n The childminder identifies opportunities to provide children with a rich set of experiences. They attend sensory sessions that are focused on promoting children's self-esteem and emotional wellbeing. Children enjoy and engage well in these sessions. This is supporting children to understand their feelings from an early age. n The childminder provides children with wider experiences outside of the home. She encourages curiosity, imagination and investigation by encouraging them to try new things and experiences. However, she does not yet provide enough opportunities for children to develop their independent thinking skills. n The childminder supports parents to help children at home to further their

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need to do better?

learning by sharing what she is teaching them and how parents can continue this at home to help children to make even further progress. Parents say that their children are well prepared for school. n The childminder evaluates her practice. She holds regular discussions with her assistant, and they reflect at the end of each day. However, reflection and evaluation is not yet tightly focused on teaching skills rather than on activities and resources, so that, they can even further develop their practise. n The childminder ensures that her assistant has the training and development opportunities that they need to develop their skills. They undertake training together that helps them to develop their knowledge in understanding children's behaviour.

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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 professional development opportunities that will help you to provide more opportunities for children to develop their critical thinking skills n focus your own self-evaluation more tightly on how your own teaching skills can be adapted and developed.

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Setting details

Unique reference number EY260677 Local authority Doncaster Inspection number 10357615 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 6 Date of previous inspection 14 December 2018

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Information about this early years setting

The childminder registered in 2003 and lives in Edenthorpe, Doncaster. She operates all year, Monday to Friday, from 6am to 6pm, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3 and provides funded early education for two-, three- and four-year-old children. She works regularly with one assistant.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 with a particular focus on communication and language. n The inspector observed the interactions between staff/the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

3 October 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

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

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

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