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 Outstanding

p.1

The provision is good

Children arrive happy and are welcomed into this homely setting. Children have a clear routine so that they know what to expect. For example, they put their shoes in the hall, hang up their coats and wash their hands ready to play. The childminder creates a well-organised environment that she adapts for different children.

p.2

The provision is good

When children choose a book, the childminder sits on the floor among them and reads with an engaging tone. Children gather around and are captured by the familiar story. The childminder points as she reads, asks questions to explore what children understand and encourages them to use language. Children speculate and describe what is happening. The childminder adapts questions to meet children's age and stage of development of children. Children repeat new words, point and count and talk about what the giant did to be kind.

p.2

The provision is good

The curriculum focuses on developing children's independence. Children learn to do things for themselves and develop confidence. The childminder knows children well. She understands their emerging language and identifies their next steps in learning. Children learn to take turns and to be kind to each other. The childminder uses props to engage children in song time. Children ask for their favourite songs. They gleefully sing and copy the actions, counting on their fingers and making animal sounds.

p.2

need to do better?

n The childminder creates a calm and stimulating outdoor environment where children have lots of opportunities to explore and enjoy the natural world. Children enjoy physical challenge in the garden. For example, they climb steps as they move around the garden. Children listen to birds singing and enjoy the rain. Children communicate well. For example, they call excitedly as they find an ant, bending down and balancing to watch it. Children enjoy regular trips into the countryside. The childminder uses these visits to help children to explore the world and extend their learning about nature and wildlife. n Children sit together at the table to share meals and snacks. They are enthusiastic and interested as they make choices. The childminder gives children lots of opportunities to practise skills for themselves, such as peeling and chopping fruit. She teaches children about composting and encourages them to

p.2

need to do better?

help to tidy up. Children put their peel in the compost, and cups and cutlery in the sink. n Children choose from a wide variety of resources. They are engrossed as they explore play tools. They practise using language and communication skills as they play alongside each other. However, in her eagerness for children to learn,

p.2

need to do better?

27 May 2025 the childminder sometimes asks questions in succession and gives children directions, rather than offering them more time to process information and explore their own ideas. n The childminder is dedicated and takes great pride in her work. She has developed a good relationship with the local school so that children's transitions are smooth. The childminder works closely with other professionals to provide excellent support for children with special educational needs and/or disabilities (SEND). n The childminder finds out about children from parents and carers when they start. She observes and monitors children's progress, identifies their needs and creates care plans and support for individual children. For example, the childminder uses Makaton with young children to support their emerging language. She uses visual cues and picture cards so that all children now what is happening and are included.

p.2

need to do better?

n The childminder ensures that different ethnicities are represented in resources and books. Children enjoy exploring celebrations, such as Lunar New Year, and develop a secure understanding of diversity and inclusion. They share conversations and explain about their home lives, beliefs and what these mean to them. n Parents speak very highly of the childminder and any assistants she works with. They say that they are dedicated and part of the community. Parents report that their children are excited to come to the setting and that they have lots to talk about at home. n The childminder keeps parents updated in daily conversations and on an app. Parents appreciate the information and photos they receive. They comment that they always know what their children have been doing. Parents say that their children are making great progress, particularly in communication and language and independence.

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 recognise when children need more time to process ideas, experiment and solve problems before offering instructions.

p.3

Setting details

Unique reference number EY478475 Local authority Sheffield Inspection number 10399906 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 19 Date of previous inspection 19 December 2019

p.4

Information about this early years setting

The childminder registered in 2014 and lives in Sheffield. She operates all year round, from 7.30am to 5.30pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She works with an assistant. The childminder offers the government funded places for childcare.

p.4

Inspection activities

n The childminder showed the inspector around the areas used for childminding and explained how her setting is organised. n The childminder and inspector held a number of discussions during the inspection. n The childminder showed the inspector relevant documentation. n The inspector observed interactions between children, the childminder and any assistants she works with. n The inspector observed play and planned activities, inside and outside. n Parents shared their views of the setting with the inspector.

p.4

Inspection activities

27 May 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.

p.4

Inspection activities

27 May 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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