Childminder in Sheffield

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 happy as they smile and giggle during their play. They celebrate when they have done well by clapping themselves and each other. Children receive lots of praise from the childminder for their achievements, such as, when they identify the correct soft toy that corresponds to the feeling they are discussing in the story. This helps to promote children's self- esteem and helps them to flourish. Children show that they feel safe and secure. For example, they explore the toys with confidence. Children go to the childminder for cuddles and reassurance when they are unsure.

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The provision is good

The childminder provides opportunities for children to be out in the community. Children enjoy going to local playgroups to enhance their social skills, the library to promote a love of reading and the local park to work on their physical development. They gain a greater understanding of the world around around them, such as they enjoy watching the changes in seasons and feeding nuts to the squirrels.

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The provision is good

Children's behaviour is very good. The childminder role models good manners. She says 'thank you' as children pass objects to her and children repeat this when the childminder passes objects to them. For example, when the childminder gives children their plate to take to the table at snack time, they respond with 'thank you'. Children help each other. Older children enjoy helping younger children. For example, when making monster faces with magnetic shapes, older children pass eyes to the younger children and enjoy helping them to count how many eyes their monster has.

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need to do better?

n The childminder plans a curriculum to meet children's individual needs. She teaches children to be confident and independent learners. For instance, the childminder encourages children to put on their own coats and shoes, blow their own noses and wash their hands independently. Children enjoy cutting their fruit at snack time. The childminder builds on what children already know and can do. This helps to ensure that children are ready for their move on to school. n The childminder supports children's communication and language skills well. She is patient and encourages younger children to repeat the words if she does not understand them. The childminder then repeats the word back to children using the correct pronunciation. Children enjoy joining in with familiar nursery rhymes and taking turns to choose which song they are going to sing next. n The childminder begins to introduce diversity through teaching children about

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need to do better?

different festivals. However, she does not think about how to consistently embed diversity throughout the setting to prepare children for living in modern Britain.

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need to do better?

24 October 2024 At times, children do not have the chance to reflect on their differences and what is unique about them. n Children benefit from a healthy diet and a range of opportunities for physically active play inside and outdoors. The childminder promotes oral hygiene through discussions and role play. She gives children consistents message that supports them to make healthy choices. n The childminder undertakes professional development to help enhance her teaching. However, she has not enhanced her knowledge of how to work in partnership with other professionals to support children who may need further support or have gaps in learning. n Parent partnerships are strong. Parents describe the childminder as supportive and reassuring, They report that she is very flexible and accommodating. Parents feel that the childminder keeps them up to date with their children's progress. n The childminder expertly introduces mathematical language into all areas of

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need to do better?

children's play. For example, when children are role playing, the childminder encourages discussions involving mathematical language and counting. n Children know the routine of the setting and follow instructions well. They behave extremely well. Children learn to take turns and share with their friends. n The childminder creates a highly stimulating environment. Resources are easily accessible, so that children can choose what they want to do. Outside, the childminder provides many opportunities for children to develop their physical skills, such as walking up and down steps and using push-along cars and scooters. This supports children to improve their coordination.

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 promote equality and diversity more consistently throughout the setting to prepare children for living in modern Britain n enhance knowledge of how to extend partnerships with other professionals to support children who need further support in their learning

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Setting details

Unique reference number EY314793 Local authority Sheffield Inspection number 10355210 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 15 Date of previous inspection 21 November 2018

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Information about this early years setting

The childminder registered in 2005 and lives in Sheffield. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government-funded childcare.

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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 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 children, to find out about their time at the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. 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

24 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

24 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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