Smith, Gemma Leanne

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

p.1

The provision is good

Children are happy and settled. The childminder carefully plans the environment and a range of activities to create interesting play opportunities. This helps to develop children's all-round skills and knowledge. For example, she strategically places numbers in the sand so that she can support children's counting skills. When making sandcastles, the childminder incorporates lots of counting opportunities. Children are encouraged to count how many castles they have made and how many times they pat their spade onto the bucket. Photos from a recent farm trip are placed with the farm animals to encourage children to recall and share their experiences. Letters from the alphabet are also set up within the farm activity. Children see these and point out the correct letters linked to their names.

p.2

The provision is good

Daily group story-time sessions support children's interest in books. When reading stories, the childminder often pauses so that children are encouraged to recall familiar words. When new, complex words arise in the book, the childminder explains the meanings of these words. For example, when reading the word 'weary', the childminder explains that the bear feels tired. The childminder helps children to learn clear rules, boundaries and expectations so that they learn to play cooperatively with their peers. On outings, the childminder promotes children's awareness of road safety, helping them to keep themselves safe.

p.2

need to do better?

n The childminder works closely with her co-childminder to ensure that children's needs are met. Information is continually shared with parents to keep them informed about their children's daily care and learning. Parents express their gratitude to both childminders, confirming how they have supported their children's ongoing development. n Information about online safety is shared with parents to ensure children remain protected when accessing technology. The childminder helps children to learn to play in a safe space so that their toys do not roll into their peers. When children try and climb up the slide, the childminder reminds them to use the stairs as this is safer. n Pens, pencils and paper are continually accessible to children in both the indoor and outdoor environments. This enables children to freely access and practise their mark-making skills. n Lots of opportunities are provided for children to further strengthen their fingers.

p.2

need to do better?

For example, children enjoy using a range of tools when trying to make poppies. Younger children use two hands when using scissors or tweezers, whereas older children have developed their skills to use these tools one-handed. n The childminder does not consistently prepare children for changes to routine activities so that they are ready for what is coming next. For example, following

p.2

need to do better?

11 November 2024 reading stories to a few children, the childminder suddenly announces it is story time for all children. This results in some children not initially engaging as their attention is elsewhere. At other times, their focus is not sustained as the activity quickly moves on to something new with little warning. n The childminder uses puppets during singing. Children are encouraged to take turns to choose a puppet and a linked rhyme to sing. Younger children join in using simple actions to the rhymes, whereas older children recall and sing the rhymes. n Daily outdoor play opportunities are planned to support children's good health and physical skills. Physical play resources in the garden enable children to develop their gross motor skills. The childminder also plans regular trips to the park so that children can access large-scale equipment. This helps to challenge children as they increase their skills.

p.2

need to do better?

n Home-cooked meals and healthy snacks promote children's welfare. As children get older, the childminder supports them to become more independent with washing their hands. She also supports their independence with self-care routines, such as toileting and blowing their noses. n The childminder creates an experiences photographic book. As children look through the photos of previous trips and activities, they are encouraged to recall and discuss these past events. n The childminder encourages children to count during their play. When reading books, she helps children to point and count specific pictures. The childminder explains that one picture has been taken away, so she encourages them to count again to find out how many are left.

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 consider how to prepare children for changes to routines/activities to fully support their readiness to learn and help to develop their active engagement, focus and attention.

p.3

Setting details

Unique reference number EY381227 Local authority Barnsley Inspection number 10361755 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 20 Date of previous inspection 15 January 2019

p.4

Information about this early years setting

The childminder registered in 2008. She mainly works from her co-childminder's home in Penistone, South Yorkshire, but is also registered to work from her home address in the same area. The childminder operates Monday to Wednesday from 7.30am to 5.30pm and from 7.30am to 5pm on Thursday and Friday, all year round, except for bank holidays and family holidays. The childminder offers government funded places for childcare. She has a degree in early years.

p.4

Inspection activities

n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to/communicated with the inspector during 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. n Parents shared their views of the childminding provision with the inspector.

p.4

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

11 November 2024 11 November 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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