Childminder in Doncaster

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

The childminder helps children to develop the skills that they need by the time they go to school. She helps children to practise their listening and attention skills. She focuses on helping children to learn to take turns and to share with their friends. She works together with parents to help them to continue learning at home. By the time children start school, they have well developed skills and knowledge to help them to navigate this important time in their lives.

p.2

The provision is good

The childminder helps children to develop their mathematical knowledge as they engage in mark making. Children draw circles and lines as they practise their pencil grip. The childminder demonstrates how to draw the lines and circles. She encourages children to have a go at rotating and moving their arms and hands in different directions. She uses words at the same time, such as 'vertical', 'horizontal' and 'circle'. She makes comparisons between 'large' and 'small'. Children make good progress across all areas of learning.

p.2

The provision is good

The childminder supports children to behave well and to regulate their emotions. She encourages them to make choices. She teaches them what is expected of them. She helps them to understand their emotions. Children learn what is right and what is wrong.

p.2

need to do better?

n The childminder uses songs and rhymes to help children to develop their vocabulary. She demonstrates the actions so that children can copy. Children enjoy singing along to their favourite songs. The childminder uses this as an opportunity to help them to learn about numbers, shapes and animals. n The childminder supports children's positive self-esteem, as they develop their independence. She reminds children how to pour water carefully out of a jug. She reminds them to hold the cup with one hand and the handle of the jug with the other. Children listen carefully and try hard. n The childminder helps children to develop their memory and observational skills. She provides a group of objects and takes one away each turn. Children remember the objects and identify which one is missing. As children develop this skill, the childminder uses a larger number of objects to challenge children's thinking even more.

p.2

need to do better?

n Children help and tidy up their toys. They tell the inspector that they are helping to tidy up, and they beam with pride as they make a positive contribution. The childminder encourages this by offering lots of praise, as children learn what is expected of them. n The childminder helps children to learn about keeping safe. Children learn what to do in the event of a fire or other emergency. They learn about road safety

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need to do better?

10 December 2024 and how to positively interact with the family dog. Children are safe and secure with the childminder as they learn about personal safety. n The childminder helps children to develop their vocabulary. They enjoy books and stories. She comments and asks questions, as children play. However, the childminder does not consistently correct misconceptions or model the correct words for everyday objects so that children develop an even wider range of vocabulary. n The childminder plans a mixture of adult-led and child-initiated learning. Sometimes adult-led activities go on for too long. This leads to children becoming restless and they stop engaging. This means that very occasionally children miss out on the learning that is intended for them. n The childminder evaluates her own practice alongside other staff whom she works with. She can identify strengths and weaknesses so that she can make

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need to do better?

continuous improvements. n The childminder gathers detailed feedback from parents about the provision. There is a successful two-way flow of communication between the childminder and parents. They share information about children's progress and what they are learning so that parents can continue learning at home. n Parents say that the boundaries and expectations of children's behaviour are communicated with them. They say that this helps them to follow this up at home. This ensures consistency of routines and expectations across home and the setting and helps children to make even better progress.

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 develop own skills to challenge misconceptions and ensure that children always hear the correct terminology and words n consider the ages and stages of all children when planning adult-led learning so that children can consistently concentrate and remain engaged.

p.3

Setting details

Unique reference number EY336506 Local authority Doncaster Inspection number 10364118 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 12 Number of children on roll 13 Date of previous inspection 25 January 2019

p.4

Information about this early years setting

The childminder registered in 2006. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant and her husband, who is also a registered childminder. The childminder holds an appropriate qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The inspector viewed feedback from several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

10 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

10 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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