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

Children settle well into the well-resourced environment. Information gathered prior to children starting supports them to adapt to the care and learning establishment and the routines of the day. This helps them to feel secure and supported, building firm bonds with the childminder.

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The provision is good

The childminder knows the children and their interests well. Using initial assessments and information from parents, she knows children's starting points and identifies the next steps in their learning. Children enjoy frequent outings to local parks, woods and playgroups. The childminder recognises how children learn best and how to garner their interest. This contributes to the continuing progress in their development.

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The provision is good

The childminder is skilful at creating a range of learning opportunities from the activities she provides. For example, children initially learn to use different mathematical language as they participate in an adult-led activity. However, as children's interests change, she adapts the activity focusing on mark making and the promotion of language development.

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The provision is good

The childminder ensures that children are aware of the expected behaviours in the home. She explains why some behaviours are unwanted and uses constant praise to reaffirm positive actions. Consequently, children behave well.

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need to do better?

n The childminder enables children to extend their vocabulary extremely well. She introduces new words such as 'crushing' and 'scooping' as children play in the dried cereal. Children repeat the words later, demonstrating the embedding of the new words. The childminder recaps on children's previous experiences. For example, they talk about animals and where they have seen them. n The childminder helps children to know about healthy choices. She provides well-balanced and nutritious food. Children talk about water and milk being good for teeth and bones. They automatically wash their hands at snack time and talk about germs. They learn about good hygiene. n The childminder promotes children's independence well. They help to tidy their toys away and join in sweeping up after messy play. They independently use the toilet. Children spread butter on their snack and pour their own drinks with minimal support. The childminder builds children's confidence as she encourages

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need to do better?

them to persevere with activities, attempting challenging tasks for themselves. n The childminder promotes children's physical development with a range of activities. Children learn how to bend, stretch and reach as they do their morning dance routines. They enjoy joining in action songs, marching and

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need to do better?

15 May 2025 stamping their feet. The childminder recognises the individual stages children are at, as she helps them to build on their current skills. For example, she supports children to develop their fine motor skills and the movements that are needed to cut, as they use cutlery. n Parents express an appreciation of the level of communication from the childminder, regarding the progress their children are making. They feel the childminder has contributed significantly to children's development. The childminder provides parents with supportive literature to help them extend children's learning and development at home. n The childminder encourages children to become confident and independent learners. She enables them to think about and describe what they are doing. She uses appropriate questioning to encourage them to explore the environment and the range of resources available. For example, as children look at books, she

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need to do better?

asks them about what they can see. n The childminder allows children to talk about their feelings and learn how to become empathic. They consider how their actions may affect others and are able to express what makes them happy. Consequently, they form good friendships with their peers. n The childminder has undertaken a considerable amount of professional development opportunities. However, she does not fully reflect on or evaluate her practice to contribute to the continuous development of her provision. n Although a mix of adult-led and child-led play contributes to children's overall development, at times the routine of the day can disrupt children's learning. For example, as children are engrossed in their play, the childminder disrupts this to move on to another task.

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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 review and enhance some parts of the daily routines to maximise the learning for all children n reflect critically on practice and evaluate the provision fully to maximise the outcomes for children.

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Setting details

Unique reference number 2793764 Local authority Doncaster Inspection number 10404213 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 4 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2024. She lives in the Skellow area of Doncaster. The childminder operates Monday to Friday, from 7am to 6pm, all year round, except for family holidays. The childminder holds an early years qualification at level 3. The childminder offers government funded places for childcare and receives specific funding for disadvantaged children.

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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 her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector spoke to the children and the childminder during the inspection. n The inspector spoke with parents and took account of written feedback. n The inspector observed the interactions between the childminder and the children.

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Inspection activities

15 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

15 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

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