Childminder in Sheffield

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 flourish in the childminder's care. They benefit from daily routines that are flexible to accommodate the individual care routines they enjoy at home. Children settle quickly and demonstrate they feel safe and secure. The childminder knows children and their families well. She provides many learning experiences that help children to build their understanding of their place within the community and the wider world.

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The provision is good

The childminder organises the learning environment effectively to support children to make their own choices about their play. The childminder provides a good range of resources to support children's learning across all areas of her ambitious curriculum. Children engage effectively in conversations with the childminder, who listens with interest. The childminder is a good role model which encourages children to use good manners. She is consistent in her approach as she encourages children to share, take turns and be kind to their friends.

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The provision is good

Children are independent. They wash and dry their hands independently and peel and cut their own fruit at snack time. The childminder teaches children to put on their own coats and shoes. Children show persistence when some shoes are difficult to pull on. The childminder spends time explaining which part of the shoe to pull and they celebrate together when children achieve their goal. This fosters resilience in children and helps to build a 'can-do' attitude. When playing in the soil tray in the garden, the childminder encourages children to put on their own gardening gloves and count their fingers to make sure that they are on properly.

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need to do better?

n The childminder finds out from parents and carers about children's routines, interests and abilities before they start. She identifies next steps to build on children's prior skills and plans activities with a clear intent to help them to progress. The childminder also shares children's next steps in learning with parents. She provides ideas to help children to extend their children's learning at home. n The childminder expertly introduces mathematical concepts throughout children's play. For instance, she introduces mathematical language, counting and number recognition. For example, the childminder chalks numbers on paving slabs in the garden, and asks children what number they are stood on, how old they are and can they find that number. She also uses different words to describe size, length and weight. For example, when children are painting, the childminder asks children if they can make the lines 'longer' and 'taller', then if

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need to do better?

the can draw 'smaller' and 'shorter' lines. n Overall, the childminder supports children's communication and language well.

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need to do better?

29 April 2025 She introduces new words. For example, when children ask if they can cut their piece of orange, the childminder informs them that it is a 'segment' of orange and repeats it to familiarise children with the new word. The childminder is attentive and asks children questions during their play. However, on occasions, she does not give children the the time to think and reflect on the questions and respond. n The childminder understand the importance of children leading a healthy lifestyle. She provides children with healthy snacks, works with parents to provide healthy packed lunches and ensures that children have ample opportunities to work on their physical skills. The childminder is aware of the importance of oral hygiene. After their snack, the childminder encourages children to take a laminated picture of teeth, draw on them with a white board pen and clean it off using a toothbrush. This supports children's understanding

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need to do better?

of how to brush their teeth. n The childminder provides children with a number of opportunities to explore the world around them. They go on walks in the local community, trips to the park and library. Children attend outdoor nature groups and regularly meet up with other childminders. The childminder uses these experiences to help enhance children's social skills and give them a good understanding of the world around them. n The childminder undertakes regular statutory training to keep her knowledge and skills up to date. However, she has not focused professional development on further enhancing the quality of education for all children. n Children are introduced to diversity through discussions, stories, museum trips and been out and about in the local community. Children enjoy doing a jigsaw puzzle of the world map and talking about where they live and other countries. Children have access to different instruments from around the world. The

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need to do better?

childminder uses these experiences to prepare children for life in modern Britain.

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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 give children time to listen, think and respond when asking questions n plan professional development opportunities to further enhance the quality of education.

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Setting details

Unique reference number EY440603 Local authority Sheffield Inspection number 10392250 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 2 Date of previous inspection 13 August 2019

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Information about this early years setting

The childminder registered in 2012 and lives in Sheffield. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides government funded childcare.

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Inspection activities

n The childminder showed the inspector around 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 the curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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 children. n The childminder and inspector discussed how the curriculum is implemented and the impact 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.

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Inspection activities

29 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

29 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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