Paterson, Manuela

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 form strong bonds with the childminder and her assistants. They are happy to leave their parents at the door. Upon arrival, the childminder provides children with reassurance and cuddles until they are ready to play on their own. Prior to starting at the setting, children and parents are invited to several settling-in sessions. This helps children to feel comfortable and safe without their parents.

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The provision is good

There is a strong focus on developing children's independence skills. Children learn to remove their shoes independently on arrival. They are provided with lots of choices in their play, as well as at mealtimes. This also helps to develop children's confidence. Children are encouraged to tidy up the playroom before they move on to another activity. Children behave well and become engaged in their play.

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The provision is good

The development of children's communication skills and language is a priority and is effectively supported by the childminder and her assistants. Children really enjoy listening and singing along to a range of nursery rhymes and stories. The setting has a good understanding of how to effectively support the needs of individual children. This includes children who speak English as additional language and those with special educational needs and/or disabilities (SEND). Children make good progress from their starting points as a result.

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need to do better?

n The childminder works closely with her co-childminder and assistants. They know the children extremely well and have a deep understanding of the community they serve. For example, the childminder recognises the negative impact that COVID-19 may have had on children's development, such as too much screen time on their social development. The curriculum is appropriately adapted with this in mind. n The setting completes regular assessments and observations of what children know and can do. This includes the statutory two-year progress check. The childminder plans a curriculum to ensure children are well prepared for their next stage of learning, such as school. She works effectively with other professionals, such as teachers, to ensure a smooth transition when children start school. The childminder makes good use of additional funds, such as Disability Access Fund, to further enhance provision for children with SEND.

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need to do better?

n The childminder and her assistants plan a wide variety of activities across the various areas of learning. Activities that extend children's knowledge of farm animals, for example, help to develop their language skills and vocabulary. Staff teach children about which animals are found on a farm. They ensure children learn the correct animal names, for example that a baby horse is called a foal. However, sometimes, planned activities are too broad. They are not consistently

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need to do better?

3 March 2025 well adapted to build on what individual children already know, can do or need to learn next. For some children, activities are too challenging, yet for others are too easy. This prevents them from making even better progress. n The childminder engages in imaginative play with children. For example, they work together to make a jail out of bricks. Activities such as these also supports children's physical development and fine-motor skills in preparation for learning to write. n The childminder strives to provide children with a wide range of experiences that help to develop their understanding of the world. For example, children go on shopping trips and visit coffee shops. They go for walks in the local area and join the childminder and her assistants when collecting children from school. However, the childminder does not fully utilise the small outdoor space available to provide children with daily opportunities to play and explore outside. Children

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need to do better?

do not consistently have access to fresh air throughout the day. n The childminder has regular meetings with her co-childminder and assistants to discuss and evaluate the provision and children's progress. Good opportunities are in place for staff to further develop their practice and to attend additional training such as the recently attended Makaton and positive behaviour training. This has a positive impact on the development of all children, especially those with SEND and those who speak English as an additional language. n Partnerships with parents are strong. The childminder sends photos to parents to reassure them, such as when children are new to the setting and/or when parents are feeling anxious. Parents acknowledge that their children make good progress with the childminder. Children tell their parents that they are excited to attend the setting. The childminder provides advice to parents about how they

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need to do better?

can further support their child's development and independence skills at home.

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.

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should:

n ensure that the delivery of the planned curriculum consistently builds on what individual children already know, can do and need to learn next n review the daily routines to include daily access to fresh air and learning opportunities for children outdoors.

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Setting details

Unique reference number EY552770 Local authority Doncaster Inspection number 10391074 Type of provision Childminder

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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 29 Date of previous inspection 6 August 2021

p.4

Information about this early years setting

The childminder registered in 2017 and works from a property in the Woodlands area of Doncaster. She operates all year round from 7.00am to 6pm, Monday to Friday. The childminder works with a co-childminder and assistants. They provide government-funded childcare.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure it is 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 childminder spoke to the inspector about children's learning and development. n The inspector talked to the childminder's assistants during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity with the childminder. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector spoke to several parents during the inspection and took account of

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Inspection activities

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

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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 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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