Childminder in Barnsley

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

p.1

The provision is good

Children enjoy attending the friendly childminder's safe and stimulating home. They receive lots of cuddles and care from the childminder and her assistants. This supports children to feel settled and ready to learn and play.

p.2

The provision is good

The childminder promotes daily routines that help children to know what to expect. They listen well to her instructions. For example, children happily tidy up the toys when it is time to move on to a new activity. Children develop the ability to play well with others. They show high levels of concentration as they freely explore the toys and resources or join in with planned activities and experiences. Children show that they are developing a love of learning.

p.2

The provision is good

Children thoroughly enjoy sharing books and stories with the childminder and her assistants. They spend long periods looking at them together. Children are supported well to develop skills, such as turning the pages in books. They recall words and phrases from their favourite stories. The childminder supports children to learn other skills, such as recognising their name or using chunky chalks to begin to make marks and pictures. These experiences support children to develop their early literacy skills in preparation for learning how to read and write.

p.2

need to do better?

n The childminder works with her co-childminder to monitor children's development. This helps her to identify any gaps in children's learning. The childminder uses this information to put in place appropriate learning experiences that support children to close these gaps. This ensures that children continue to meet their development goals. n The childminder encourages children to join in with a daily group-time activity. She encourages children to learn each other's names and say hello to their friends. This helps to foster their sense of belonging. The childminder supports children to talk about the weather and changes in seasons. She invites them to share their own ideas for conversations. This helps children to grow their confidence in speaking in front of others. n The childminder aims to develop children's learning of new ideas and concepts. However, sometimes, she does not think about ways to further support children's

p.2

need to do better?

understanding of these. For instance, on occasion, she does not consider using books, images or real objects to help children to learn new words. This does not consistently support children to further extend their vocabulary. n The childminder seeks children's views on their favourite toys and resources. This supports her to organise the learning environment to meet children's interests. As a result, children enjoy making choices about their play when playing inside. However, on occasion, the resources that are available for

p.2

need to do better?

25 March 2025 children to choose from when playing outside in the childminder's garden are not as broad and varied as inside. This does not fully benefit those children who prefer to learn and play outdoors. n The childminder uses a daily diary to communicate with parents and carers about children's daily routines and experiences. Parents report that they feel well informed about their children's learning and development. The childminder hosts an annual social event for parents and children to attend. This promotes positive relationships between parents, the childminder and her assistants. n The childminder is committed to meeting the needs of children with special educational needs and/or disabilities (SEND). She actively works with other professionals to extend her own and her assistants' skills in supporting children with SEND. The childminder has completed training on the role of the special educational needs coordinator. This ensures that children with SEND continue to

p.2

need to do better?

receive the right support. n The childminder is completing a programme of training and professional development opportunities. She continues to strengthen her knowledge of how children learn and develop. This supports the childminder to continue to improve and enhance her provision and meet children's needs. n The childminder ensures that those who work in her setting receive appropriate training. She holds regular staff meetings to ensure that her assistants understand their roles and responsibilities. Consequently, children receive good- quality care and education.

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 strengthen the support for children to learn and understand new words and extend their vocabulary n extend the opportunities for children to be able to make more choices about their play when exploring and learning outdoors.

p.3

Setting details

Unique reference number EY484704 Local authority Barnsley Inspection number 10346873 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 30 Date of previous inspection 10 April 2024

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Royston, Barnsley. 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 early years qualification at level 3. She offers government funded childcare for children aged between nine months and four years. The childminder works with assistants and a co-childminder.

p.4

Inspection activities

n The childminder discussed with the inspector how she organises the early years setting, including her aims and rationale for the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and the children. n The inspector carried out joint observations of group activities with the childminder. n The childminder and her assistants spoke to the inspector about how they support children with SEND. n Parents shared their views on the setting with the inspector. n The inspector spoke with the childminder and her assistants about their safeguarding knowledge and responsibilities. n The inspector spoke with the childminder about the leadership and management of the setting. n The childminder provided the inspector with a sample of key documents on request, including documentation to demonstrate the suitability of assistants.

p.5

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

25 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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