Elvin, Penny

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 in this setting show that they are settled and happy. They smile and giggle during their play. Children celebrate when they have done well, such as by clapping themselves. They receive lots of positive praise and encouragement from the childminder. Children show that they feel safe and secure, such as as they explore the toys with confidence. Children behave well and receive gentle reminders to use good manners. For example, the childminder reminds children to say 'thank you' when they receive food at snack time. Children follow good hygiene routines, such as washing their hands before eating. This helps to promote their good health.

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The provision is good

The childminder has an ambitious curriculum in place and follows children's interests to help them to meet their developmental milestones. She gives children opportunities to experience lots of play outside of the her home and increase their cultural capital. Children enjoy trips to the woods and local parks. They help to write shopping lists and enjoy finding the items in the supermarket. Children enjoy meeting with other children at local toddler groups to extend their social skills. When children are out exploring the woodland, they often take a story to share and enjoy acting out parts of the story. Children particularly enjoy wearing their wellingtons and splashing in the stream to re-enact scenes from the story of 'We're Going on a Bear Hunt'. This helps to promote children's love of reading. Children enjoy looking at stories alone and with the childminder. They confidently recite familiar phrases from their favourite books.

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need to do better?

n The childminder provides children with clear structure and boundaries, and has high expectations of them. Children independently choose which toys they wish to play with and tidy them away before choosing something else to play with. This helps to give children a sense of responsibility for caring for their environment. n It is clear that children develop strong bonds with the childminder. Children go to the childminder for cuddles and reassurance if they are unsure or tired. They are keen to invite her to join in their play. The childminder treats children with respect and warmth. She listens to children attentively and is highly responsive to their needs. n Children lead their own learning. The childminder supports children to make progress through effective questioning as they play to promote their communication and language. She knows children well and where they are developmentally. However, the childminder does not consistently set precise next

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need to do better?

steps in learning to fully support children's next stage of development and help them to make the best possible progress. n Children learn about their local community and enjoy regular outings. The

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need to do better?

17 October 2024 childminder helps them to understand about diversity. Children learn that everyone is unique, such as, through stories about different religions, cultures and toys that reflect disabilities, such as a doll in a wheelchair, learning about different festivals and trying different foods from around the world. n Parent partnerships are good. Parents feel supported and informed about their child's progress. The childminder offers settling-in sessions when their children first start attending. This helps to promote children's emotional well-being. Children spend short periods of time getting to know the childminder and the environment before they are left for longer periods of time. However, the childminder does not build effective partnerships with other professionals to help gain a holistic view of the child. As a result, children do not always benefit from the best support when moving to a new setting.

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need to do better?

n The childminder encourages children to learn skills for the future, such as to be independent. For instance, she encourages children to put on their own shoes and coat, wash their hands by themselves, drink from open-top cups and feed themselves at mealtimes. n The childminder has a good knowledge and a wealth of experience of supporting children with special educational needs and/or disabilities. She is able to adapt activities to support children's individual needs. Parents describe the childminder as been inclusive and accepting in her approach.

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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 put more precise next steps in learning in place for children to support them in the next stage of their development n build relationships with other professionals to share information, gain a holistic view of children and help with their transitions.

p.3

Setting details

Unique reference number 300590 Local authority Sheffield Inspection number 10355006 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 14 November 2018

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Information about this early years setting

The childminder registered in 1999 and lives in Wadsley, Sheffield. She operates all year round, from 7am to 6pm, Monday to Friday, 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 childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n Children spoke to and communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. 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

17 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

17 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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