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 Not applicable

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The provision is good

Children develop confidence and feel secure in the childminder's care. The clearly designed curriculum helps children to develop a range of skills. This provides them with a secure foundation on which their future learning is built upon. A positive approach to working in partnership with parents ensures that children's individual needs are met. It also ensures their learning is supported from their unique starting points.

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The provision is good

The childminder effectively supports children's communication and language skills. For example, the childminder continually talks to children during their play and encourages them to hold simple conversations with her. When playing with musical instruments, the childminder says, 'what's that noise', encouraging children's listening skills. The childminder names each instrument as she gets them out of the box, introducing children to new vocabulary such as 'maracas'. Children begin recalling and ask 'what's that noise' when playing in other areas.

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The provision is good

The childminder helps children to learn good health and hygiene routines from a young age. Children are encouraged to learn to wash their hands and to clean their teeth. Healthy meals, snacks and drinks of milk or water only are also provided to help support children's well-being. Children are encouraged to respect clear boundaries. Unwanted behaviour is discouraged and distraction techniques are used well to try and prevent escalation of poor behaviour.

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need to do better?

n Children's ongoing progress is monitored by the childminder and shared with parents. The childminder promptly identifies possible gaps in children's development, enabling her to provide more focus and support in these areas. This helps to ensure every child achieves in all areas of learning. n The childminder plans activities to support children's strength in their hands. For example, children are encouraged to use tweezers to pick up pom-poms of different colours and sizes. Children initially use two hands, but as the childminder models how to use the tweezers with one hand, they soon master this skill. n When children begin to throw pom-poms, the childminder recognises this is another way they are learning. She supports this by moving the activity to the floor so that they can do this in a more controlled and safe manner. When the childminder says 'ready, steady', children reply 'go' as they throw and roll their

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need to do better?

pom-poms. n The childminder skilfully models and repeats language as she talks to children about what they are doing. She values children's attempts at communication as she holds conversations with them. This helps children to develop confidence to

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need to do better?

27 November 2024 respond as they are supported to engage in two-way conversations. n The childminder places a range of letters and numbers so that they are accessible in children's play. She does this to expose children to the written form of letters and numbers, helping them to become more familiar with them. However, when children pick the letters up, the language the childminder uses is too advanced for children's level of development. n Outings are planned to local groups to broaden children's skills and knowledge. For example, music and movement groups support children's imagination. Children learn to follow instructions as they move to different styles of music. Rhyme and story times at the library supports children's interest in books and language development. Both activities also enable children to learn to socialise with a larger group of peers. n The childminder introduces children to new experiences as she plans activities

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need to do better?

around yearly events. This helps to broaden children's knowledge. n Children remain under the childminder's close supervision to keep them safe from harm. When playing outside, the childminder helps children to learn to safely navigate the steps to the raised decking area. She also helps children to learn about how to stay safe in the sun. n Safety protocols are in place if children access any technology while in the childminder's care. However, the childminder has not considered how to routinely support children's awareness of safety when using technology. n Cuddles and reassurance are offered by the childminder as she helps children to learn to manage their growing range of emotions. The childminder acts as a positive role model, encouraging and supporting the use of good manners and social skills.

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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 strengthen children's literacy development through the use of age-appropriate activities that match individual children's development needs n consider how to help children to gain an effective understanding of when they might be at risk and how to keep safe when using the internet and digital technology.

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Setting details

Unique reference number 2689686 Local authority Rotherham Inspection number 10367469 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 Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Rotherham. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a level 2 childcare qualification. The setting offers government funded places for childcare.

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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 and assessed the impact that this was having on children's learning. n Parents shared their views of the childminding provision with the inspector.

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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

27 November 2024 27 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

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

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