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 Good

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The provision is good

Children are happy and well cared for in this homely setting. They are settled, confident and at ease. The childminder is calm and well organised. Her interactions are natural and unhurried. The childminder speaks clearly to children and gives them time so that they can process information and respond. As a result, children feel valued and learn to communicate clearly. The childminder is tuned into children's language. She understands what children say and repeats words back so that they hear the correct pronunciation.

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The provision is good

The childminder has clear and consistent expectations for children. They develop a strong foundation for learning. The childminder plans a curriculum that focuses on developing children's independence, physical skills, communication and language skills, and personal, social and emotional development. Children dance and wiggle as they join in with the familiar songs on screen. The childminder includes younger children, who climb up on to her lap and bounce to the music. The childminder sits on the floor with children as they play. She recognises their needs and interests and how they learn. Children develop a love of books. They ask the childminder to read a story and snuggle up with her. The childminder reads about using the potty, and children gleefully explore the book.

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need to do better?

n Children develop their vocabularies as they narrate their role play. Younger children repeat new words such as 'stethoscope' as they pretend to check the doll's heartbeat. Children are engaged in their role play. However, on occasions, the childminder has not considered how to engage children fully in their play. For example, children are distracted by the television in the background. n The childminder learns about children from their parents and carers when they start. She knows children and families extremely well. The childminder observes children and creates activities that support them to practise and extend their skills. For example, she shares ideas about how to teach children to climb steps and develop a wide range of movements. The childminder monitors children's progress and shares information with parents. n The childminder wants children to be happy and confident. She has developed a clear routine so that children feel safe and know what to expect. Children learn

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need to do better?

to take turns and to say 'please' and 'thank you'. They follow instructions and help to put things away. n The childminder wipes children's runny noses regularly. She explains clearly and is gentle and thorough. However, the childminder does not offer children the opportunity to practise doing this for themselves and further develop their independence. n Children learn through experiences. They visit local shops and markets to buy

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need to do better?

17 February 2025 fruit. Children talk about what they eat, and the childminder promotes healthy choices. The childminder networks with other childminders to share ideas and promote good practice. She follows healthy sleep guidelines and parents' wishes so that children are safe and healthy. n The childminder embraces difference in her outlook and the activities. Children explore toys, books and resources that reflect diversity. The childminder talks to children about different families. n The childminder shares information with parents in daily conversation and in writing. Parents say that this is a 'home from home' and that they are always 'singing the praises' of the childminder. Parents say that children feel comfortable and settle easily. The childminder shares lots of information with parents. Parents say that children make good progress, especially in their communication and language. They appreciate that the childminder plans activities to meet the

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need to do better?

needs of children and shares plans, photos and ideas with them. n The childminder has developed a good relationship with the local school so that children's transitions are smooth. Children make visits to school events, and the childminder shares information with staff and parents. n The childminder evaluates her practice and identifies areas for development. She uses picture symbols to help children to remember and sequence actions and to develop their independence. The childminder networks with other professionals to gain support and information.

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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 support children to engage even more fully in their play, such as by minimising distractions n extend children's independence by offering them self-care opportunities, such as learning to wipe their own noses.

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Setting details

Unique reference number EY545257 Local authority Rotherham Inspection number 10380621 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 11 Date of previous inspection 17 June 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Wath upon Dearne. She operates all year round, from 7am to 7pm, Monday to Friday, except for family holidays. The childminder holds a relevant early years qualification at level 2. She offers government funded childcare.

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Inspection activities

n The childminder showed the inspector the areas used by children and explained she organises the provision. n The inspector held a number of discussions with the childminder. n The childminder showed the inspector relevant documentation. n The inspector observed interactions between the children and the childminder. n The inspector observed play and activities during the inspection. n The inspector spoke to parents during the inspection and took account of their views from written feedback.

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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

17 February 2025 17 February 2025 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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