Childminder in Doncaster

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder offers a warm and welcoming environment. This enables children to be relaxed and have a sense of belonging. The childminder makes herself available to children at all times. Resulting in children forming strong bonds with the childminder. They confidently separate from their parents and carers. Children look for affection from the childminder when they hurt themselves. The childminder places a strong focus on children's behaviour. She consistently role models good behaviour and manners. Children learn to copy. They say 'please' and 'thank you' when the childminder reminds them. The childminder teaches children to share and take turns. She promptly intervenes when children do not share. Children listen and follow the childminder's instructions. They learn to understand what is right and what is wrong.

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The provision is good

Children have opportunities to develop in all areas of the curriculum. The childminder supports children to develop their independence as she encourages them to practise their personal hygiene routine. The childminder plans opportunities for children to have exciting opportunities to explore the local area. Children have daily access to parks, go to the local supermarket and buy fruit. The childminder teaches children about money and the skills to keep themselves safe, including how to cross roads safely and use zebra crossings. Children have exciting opportunities to learn about different forms of transport as the childminder takes them on public transport. They enthusiastically recall their trips on trains. Children develop hand-eye coordination as they twist pipe cleaners around sticks. The childminder makes sure that children learn the skills they need for their move on to school.

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need to do better?

n The childminder teaches children about some festivals and celebrations. For example, Lunar New Year, Diwali, Mother's day, and Father's day. However, the childminder does not extend children's learning to develop their knowledge of communities, race and cultures different to their own. n The childminder provides a clear curriculum for adult-led activities. She provides clear guidance to children on how to build using magnetics discs. Children are deeply engaged as they twist and turn the discs connecting them. They learn how to follow instructions. However, at times, the childminder does not consistently support children to fully engage in self-chosen play. Without clear guidance, children move on quickly to other activities. This results in children not always engaging in meaningful play. n The childminder is skilled in supporting children's early language development. She adapts her communication to individual children. For instance, the

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need to do better?

childminder uses closed questions to encourage single-word answers from young

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need to do better?

27 May 2025 children. She repeats words back to support children's correct pronunciation. The childminder extends sentences for children. For instance, when children say 'yellow', the childminder repeats 'yellow banana'. Children embed their learning before moving on. n Mathematics is embedded throughout the curriculum. The childminder teaches children about early numbers as they count on a number chart. Children count animals and match the visual number. The childminder teaches children about weight as they transfer sand into buckets. Children learn about size and shape as they fill a selection of moulds. They demonstrate their knowledge of early mathematics. n The childminder uses assessments to identify what children already know and what they need to learn next. This enables her to plan a curriculum that reflects children's individual learning needs. She completes appropriate referrals in a timely manner. This ensures that children receive early intervention at the

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need to do better?

earliest opportunity. All children make good progress from their starting points in development, particularly children with special educational needs and/or disabilities (SEND). n The childminder supports children's muscle development well. For instance, older children learn how to use a swing. They learn how to use their body to create movement. The childminder teaches children how to use pedals and ride bicycles. Children excitedly race around obstacles in the garden. They develop their coordination skills. Children use different sized brushes to make marks. The childminder teaches them about colour as they mix paint. n Parents report that the childminder communicates with them regularly. They are well informed of their child's development and learning. Parents praise the childminder and talk happily about the strong relationship they have with her. The childminder ensures that parents are aware of their children's next steps in

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need to do better?

learning so they can continue this learning in the home.

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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 provide more opportunities for children to learn about different people, race and cultures n support children more consistently during child-led play to help them to remain engaged in their learning.

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Setting details

Unique reference number 2680236 Local authority Doncaster Inspection number 10392263 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 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Denaby Main, Doncaster. She operates all year round, from 9am to 4pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification. She provides government funded childcare.

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Inspection activities

n The childminder completed a learning walk with the inspector and discussed the early years curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder spoke to the inspector about how she supports children with SEND. n Parents shared their views of the setting with the inspector.

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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.

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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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