Baxter Lorraine Angela

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

p.1

The provision is good

Children enjoy their time with the childminder. Parents comment on the kind and nurturing nature of the childminder. They say that the childminder has helped their children to develop their social skills and confidence. They appreciate the support they receive to continue learning at home.

p.2

The provision is good

The childminder consistently models language and vocabulary. Children pretend that they are having a birthday party. The childminder asks them questions about the party to encourage their imagination. She encourages further conversation and discussions with children that extends their range of vocabulary. The childminder regularly shares books and stories with children. They can describe their favourite books, and they choose which books they want to read and share. They develop a love of books from an early age.

p.2

The provision is good

The childminder helps children to safely take risks and develop their confidence. They carefully use knives to chop fruit. They explore large-scale equipment, practising climbing and exploring the environment.

p.2

The provision is good

The childminder ensures that children learn what is expected of them. Children are polite to each other. They ask if they can share toys with their friends. They share and take turns with ease. The childminder is consistent in her approach to children's behaviour. They learn what is right and what is wrong.

p.2

need to do better?

n The childminder uses assessment effectively to identify gaps in children's learning. She works with parents and other professionals to ensure that children receive the support that they need. This helps all children to make good progress from their starting points. n The childminder helps children to develop their independence. She provides plenty of opportunities for them to practise putting on their own coats and shoes. Children cut their own fruit at snack time and wash their hands without being asked. They develop key skills that will help them when they move on to school. n The childminder provides children with a wide range of experiences that help them to learn about the world around them. They enjoy walks to local parks where they learn about spring. They visit local theatres where they enjoy using instruments that are recycled from everyday objects. n The childminder introduces mathematics into play. She talks about the shapes

p.2

need to do better?

they make in the dough. Children copy the names of the shapes. She introduces concepts, such as big and small. She introduces colour and demonstrates rolling, 'forwards and backwards'. She says they are cutting the dough in 'half' and

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need to do better?

23 April 2025 explains that they have equal amounts each. Children learn a range of mathematical concepts. n As children play, the childminder helps them to recall past experiences. They remember when they have visited the local castle as they make their own castles. She reminds children about when they visited a local pond. They recall seeing ducks and that their babies are called 'ducklings'. They talk about their holidays and about animals that you find at the beach, such as crabs. They talk about how they have shells and pincers. n The childminder knows children well and is clear about what she wants them to learn next. However, occasionally, she does not consistently repeat learning or follow through with what she has planned for children based on what she knows about them to help them even further embed new knowledge. n The childminder supports parents to continue learning at home. She encourages

p.2

need to do better?

them to focus on introducing and practising sounds and vocabulary. This contributes to the progress that all children make. n The childminder has recently undertaken training to support children's mathematical development. She has implemented this within her provision and has developed her skills in this area. As a result, children make good progress in their mathematical development. n The childminder evaluates the activities that she provides for children. She considers whether children have enjoyed the activity. However, self-evaluation is not yet focused enough. For example, she does not consistently reflect on her own teaching skills and the impact on individual needs and learning.

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 enhance opportunities for children to embed their knowledge by using what you know about children and providing further opportunities for children to repeat learning so that knowledge is embedded n strengthen your evaluation and reflection methods to focus on your own teaching skills and how you can support children's learning even further based on their individual needs.

p.3

Setting details

Unique reference number EY302511 Local authority Doncaster Inspection number 10388644 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 4 Date of previous inspection 22 July 2019

p.4

Information about this early years setting

The childminder registered in 2005 and lives in Conisbrough. She operates from 7.30am to 3.30pm on Mondays, Tuesdays, Thursdays and Fridays, all year round, except for bank holidays and family holidays. The childminder provides funded early education for children. She has a relevant level 3 qualification.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are 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, with a particular focus on communication and language. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

23 April 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

23 April 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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