Scothern, Elisha Nicole

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

The childminder's clear curriculum helps children to make progress and develop a key range of skills over time. For example, the childminder models language, repeats words and uses simple signs. This especially helps younger children and those who speak English as an additional language to develop their early communication skills. As children get older, the childminder begins to ask simple questions to help them to extend their vocabulary. When children incorrectly name items, the childminder gently corrects them to ensure that they do not learn inaccurate knowledge. Children's independence is successfully promoted. The childminder consistently encourages children to try and do things for themselves. For example, through gentle coaxing, young children persevere as they pull their own sleeves up before washing their hands.

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The provision is good

The childminder offers cuddles and reassurance to help children to feel settled and secure. Children behave well and the childminder encourages them to learn clear rules and boundaries. For example, when asked, children acknowledge that they should not jump into the ball pool as it is not safe. The childminder agrees with children as she reinforces this, stating it is because they might land on younger children. This simple explanation helps children to begin to understand why they should not do this. The childminder considers the individual needs of children and liaises closely with parents before deciding on how to spend any additional funding. This helps to ensure that it has a positive impact for each child.

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need to do better?

n The childminder works closely with her co-childminder and assistants, ensuring that children receive the right level of care and support to meet their individual needs. The childminder monitors assistants' practice, offering support and training, while also undertaking regular training herself. This helps everyone to keep up to date with current practice so that children benefit from good standards of care and learning. n The childminder plans opportunities for children to develop strength in their fingers in preparation for early writing. For example, children enjoy moulding play dough and developing their hand-eye coordination as they learn to thread beads. They draw on the accessible chalk boards placed inside and outside. The childminder models how to use pens to make marks on the interactive illuminated writing board. n To help children to begin to recognise their names in print, the childminder

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need to do better?

ensures that these names are clearly written on chalk boards in the main play area. As children get older and develop more control with holding pencils, the childminder helps them to begin to form recognisable letters associated with their names.

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need to do better?

2 December 2024 n The childminder ensures that all children are provided with opportunities to listen to stories. However, sometimes, books are read to children when they are sitting down to eat. This means their focus is on eating and trying to open the packages of their food and not on the story being read. This results in them getting distracted and not gaining fully from the experience provided. n The childminder responds to children's emerging needs and interests, engaging in their play to support their learning. For example, when playing in the sensory room, the childminder joins in with children playing a game of hide and seek. She encourages them to take turns and to count to 10 before they seek each other out. This helps to develop children's imagination, and social and counting skills. n Parents and carers express how they receive regular updates about their children via online messages and daily verbal communication. They confirm how

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need to do better?

their children benefit from the interesting experiences provided, which include visits to care homes. Parents explain how the childminder sticks to policy and procedures to keep children safe. n The childminder works closely with the co-childminder and assistants to ensure that every child's progress is monitored. She uses opportunities as they arise, as well as planning some future experiences, to support children to build on their prior knowledge and skills. However, planned experiences are not regular enough for older children to fully extend their concentration and focus. While children enjoy playing and interacting with their peers and the childminder, they sometimes move quickly from one play experience to another. n Children spend lots of time playing outside. The childminder sets the environment up to help children to develop their control and coordination of their movements. She encourages parents to provide healthy meals and snacks

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need to do better?

to promote children's good health. The childminder holds discussions with children about the importance of cleaning their teeth as they play with dentist sets.

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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 review how and when stories are read to children so that they gain the most from the experience on offer n consider how to increase the range of planned, structured play opportunities as children get older to further support their focus and concentration.

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Setting details

Unique reference number 2775786 Local authority Doncaster Inspection number 10374048 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 31 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2024 and works from the home of her co-childminder in Mexborough. She also works with assistants. The childminder operates from 7am to 5.30pm, Monday to Friday, all year round, except for bank holidays and family holidays. She provides government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions of the children's learning. n Children communicated with the inspector during the inspection. n The inspector carried out a joint observation of a planned activity with the childminder. n Parents shared their views of the childminding provision with the inspector. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this has on the children's learning.

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Inspection activities

2 December 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

2 December 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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