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 Not applicable

p.1

The provision is good

Children are happy and settled while in the care of the calm and caring childminder. The setting is safe, warm and inviting. The childminder provides resources to support all areas of learning. Children have secure bonds with the childminder. They regularly approach the childminder for cuddles and climb on to her lap to chat to her. Children have strong friendships and excitedly run to the gate to welcome their friends when they arrive.

p.2

The provision is good

The childminder focuses her curriculum on children's independence and getting them ready for school. She supports children to become toilet trained, wash their hands, feed themselves independently and learn to put on their own shoes and coats. Children are confident and independently access resources that are set out for them or choose what they would like to play with from the toy boxes. The childminder encourages children to tidy away resources once they have finished playing. This gives children a sense of responsibility and teaches them to look after their environment.

p.2

The provision is good

The childminder finds out about children's likes and dislikes before they start. She asks parents about children's daily routines and how to comfort them. She uses this information to help children to settle quickly. Children feel safe and secure. The childminder teaches children about health and hygiene practices. Children wash their hands after using the toilet and before eating. The childminder talks to children about the importance of oral hygiene. Children use toothbrushes to clean laminated pictures of teeth with food drawn on them.

p.2

need to do better?

n The childminder models using the words 'please' and 'thank you'. She supports children to resolve differences. Children learn to take turns and share. They explain why they cannot have something that other children are using. This helps children to behave well. n The childminder builds strong relationships with parents. She shares what progress their children make and offers support and advice to parents, such as advice on toilet training and supporting children's behaviour at home. The childminder is very flexible and allows children to attend whatever hours suit their families, while ensuring that she remains within the correct ratios. n The childminder gives children a broad understanding of diversity. Children learn about different disabilities, race, cultures and religions through discussion, such as through looking at books, exploring different festivals and celebrating each other's differences. This prepares children for life in modern Britain.

p.2

need to do better?

n Children who speak English as an additional language receive good support. The childminder uses a visual timetable and pictures around the setting to help

p.2

need to do better?

21 November 2024 children to express themselves. On occasions, she uses a translation app to support communication with children and parents and to give children opportunities to hear their home languages in the setting. n The childminder spends time pointing to objects and repeating words, and she encourages children to repeat them. For example, when playing with the house and animals, the childminder picks up a toy dog and slowly states 'dog'. Children attempt to copy the word, and the childminder repeats this process to help children to pronounce the word correctly. n The childminder has a curriculum in place that helps children to make progress. However, she does not plan precisely for what individual children need to learn next. This results in some children missing out on some areas of learning. n The childminder offers children settling-in sessions when they first start attending. This helps to support children's emotional well-being. Children spend

p.2

need to do better?

short periods of time getting to know the childminder, her assistants and the environment before they stay for longer periods of time. n The childminder has good relationships with outside agencies to support children with special educational needs and/or disabilities and to support children with their transition on to nursery and school. n The childminder and her assistants have completed essential training in first aid and safeguarding. However, the childminder does not focus her programme of professional development to help enhance her own and her assistants' knowledge and skills to enable them to plan key teaching moments and raise outcomes for children even further.

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 put routines in place so all children have the opportunity to focus and develop in all areas of learning n develop the process for identifying key areas for improvement to implement a focused programme of professional development.

p.3

Setting details

Unique reference number 2759873 Local authority Sheffield Inspection number 10349731 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 14 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and operates in the Stannington area of Sheffield with two assistants. 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.

p.4

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 Children spoke to, and communicated with, the inspector during the inspection. n The childminder's assistants spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder, her assistants and the children. n The inspector carried out a joint observation of a communication and language activity with the childminder. n The childminder and the 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.

p.5

Inspection activities

n The childminder provided the inspector with a sample of key documentation on request.

p.5

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.

p.5

Inspection activities

21 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6