Smith, Louise Jayne

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 settle well into this homely setting. They arrive happy and ready to play. Children learn to follow instructions as they climb the steps and take off their coats and shoes. The childminder gives children time to work things out. She explains to children how to unfasten their shoes and offers praise when children practise new skills. Children start the day choosing resources that interest them. The childminder recognises children's interests and makes favourite toys and books accessible. This helps children to return to comforting and familiar activities as they settle.

p.2

The provision is good

The childminder promotes a love of books and reading. She displays books so that children can choose. The childminder sits on the floor with children to read stories so that they feel safe. She reads clearly and encourages children to fill the gaps and explain the pictures. Children ask questions, count and develop their vocabulary. Their communication and language are good. The childminder asks questions and gives children time to think and respond. Children explain pictures and the childminder introduces a discussion about feelings as children identify characters who are happy, sad and angry. The childminder extends children's thinking by asking why they might feel happy.

p.2

need to do better?

n Children develop confidence, take turns and speak clearly as they interact with the childminder. They are playful and develop social skills. For example, children pretend to take photos and call out 'say cheese.' They ask the childminder to photograph them as they grin. n The childminder welcomes children, and they arrive calm and happily wave goodbye to their parents and carers. Older children help to tidy up before they go to collect children from school. However, the childminder does not explain to younger children what is happening now and next, especially during group tasks. As a result, younger children wander and start to get things out as older children put away. n The childminder spends time getting to know children well. She finds out about children from their parents and through her observations. The childminder identifies children's starting points in development and monitors their progress

p.2

need to do better?

and achievements. This helps her to plan for children's next steps in learning. n The curriculum focuses on children being ready for school by developing in the prime areas of learning. Children develop some independence skills, physical skills and communication and language. However, on some occasions, the childminder helps children with tasks, such as wiping their noses, that they could learn to do for themselves. n The childminder has developed an excellent settling-in process. Children develop close relationships with the childminder and other children. They quickly become

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need to do better?

28 February 2025 established and feel valued and included. n Children walk to school each day and have opportunities to play outside. The childminder teaches children about road safety. Children learn to cross the road together. The childminder is well known in the community, children have a sense of belonging and say 'hello' to people as they walk from school. n The childminder has links with other professionals to support children with special educational needs and/or disabilities. She has a good relationship with the local school. Children make daily visits and know staff and pupils so that transitions to school are smooth. n The childminder is attentive and available for children. She listens and responds so that they feel valued. The childminder is patient and kind. She helps children to recognise their feelings and gives them time to learn to self-regulate their emotions. n Parents say that the childminder is amazing and that they trust her. They report

p.2

need to do better?

that children are happy and make excellent progress, especially in language and communication. Parents comment that the childminder shares information in daily conversations and that she knows children extremely well. They say that the childminder provides opportunities for children learn to socialise. n Children have access to drinks throughout the day. The childminder reminds children to keep taking a drink. Children bring a packed lunch and eat together at the table. The childminder shares healthy eating information with parents.

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 offer children clear instructions so that they understand what is happening now and next and are included in group tasks such as tidying up n support children to develop even more independence in everyday tasks.

p.3

Setting details

Unique reference number EY339499 Local authority Barnsley Inspection number 10380913 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 15 Date of previous inspection 28 June 2019

p.4

Information about this early years setting

The childminder registered in 2006 and lives in Barnsley. She operates all year around, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She offers government funded childcare.

p.4

Inspection activities

n The childminder showed the inspector the areas used by children and explained how the provision is organised. n The inspector held a number of discussions with the childminder. n The inspector looked at relevant documentation. n The inspector observed the interactions between children and the childminder. n The inspector accompanied the childminder and children on the walk to school. n The inspector observed planned activities and out play. n The inspector spoke to parents during the inspection and took account of their views from written feedback.

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Inspection activities

28 February 2025 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

28 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

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