Probert, Beverly

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 settled. They are encouraged to behave well and to develop good manners. The childminder helps children to develop a core range of skills over time. These skills include learning to socialise with their peers, being confident communicators and developing independence. For example, from a young age, children are encouraged to help peel and chop their own fruit with a safety knife at snack time. As children progress, they are provided with opportunities to try and pour their own drinks.

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The provision is good

The childminder continually chats to children as they play, as well as regularly introducing singing opportunities. Younger children enjoy listening and doing actions to rhymes, whereas older children enjoy recalling and singing rhymes from memory. Books are freely accessible, and the childminder also reads stories to children each day. When speaking to older children, the childminder skilfully interweaves questions to extend their learning and to encourage their verbal responses. The childminder uses these strategies to support children's growing vocabulary and communication skills effectively.

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The provision is good

The childminder continues to improve her knowledge and practice through ongoing training. After noticing an increase in children with possible special educational needs and/or disabilities (SEND), the childminder completed training in this area. This helped to improve her knowledge and confidence, enabling her to promptly identify, provide targeted support for and make relevant referrals to meet children's needs.

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need to do better?

n The childminder continually monitors children's progress from their starting points. This enables her to check for any potential gaps and to identify clear next steps for each child's continued learning journey. As the childminder successfully engages in children's chosen play, she builds on their prior knowledge and helps them to develop positive attitudes to learning. n Outings are planned so that children benefit from new and varied experiences. The childminder recognises that children often travel by car, so she provides lots of opportunities for children to go for walks. She utilises these opportunities to support children's awareness of the natural world, their physical well-being and road safety. n Trips to the park and local attractions increase opportunities for children to develop their physical skills as they access larger play equipment. The childminder uses outings to woods to provide children with opportunities to learn

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need to do better?

about the natural world. n Children are supported to develop independence with their personal care. They

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need to do better?

3 March 2025 freely access tissues and are encouraged to wipe their own noses. After toileting, they learn to flush the toilet and to wash their hands. However, while the childminder encourages children to develop good health and hygiene routines, she does not help them to learn the reasons for these. n The childminder carefully plans the indoor and outdoor environments to meet children's developmental abilities and interests. A planting area outside is used to support children's awareness of how things grow and develop. Climbing equipment and ride-on toys and scooters provide children with opportunities to develop their physical skills, control and coordination. n When playing with stacking cups, the childminder encourages children to wait patiently for their turn. Older children demonstrate their knowledge as they confidently stack the cups in size order from largest to smallest. Younger children are encouraged to have a go. They successfully stack some cups and

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need to do better?

then slot others inside. When some children knock other children's towers down, the childminder explains the importance of not doing this as it upsets their peers. n Numbers are strategically placed around the room for children to access in their play, as are shape bricks and puzzles. However, the childminder does not consistently introduce children to a range of appropriate mathematical language as they play. For example, when playing with the stacking cups, the childminder does not introduce older children to language associated with size. When playing with the bricks, discussions around the shapes being used are not promoted. n The childminder works in partnership with parents and other providers, gathering and exchanging clear information to ensure that children's care and learning needs continue to be met. Parents confirm that the childminder's curriculum helps their children to develop a range of skills. They are especially

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need to do better?

complimentary about the support provided for children with SEND and the positive impact this has had on their progress.

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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 help children to learn the reasons for developing good health and hygiene routines n consider how to consistently introduce children to mathematical language during their play and routines.

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Setting details

Unique reference number EY376380 Local authority Doncaster Inspection number 10380866 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 9 Date of previous inspection 27 June 2019

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Information about this early years setting

The childminder registered in 2008 and lives in Armthorpe, Doncaster. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 3. She provides government funded places for childcare. The childminder occasionally works with her husband, who is her assistant.

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Inspection activities

n The childminder spoke to the inspector about her intentions for the children's learning. n The children spoke to/communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n Parents shared their views of the nursery 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

3 March 2025 3 March 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

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