Moulster, Rebecca Susan

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

The childminder has created a calm and welcoming environment where children are happy. Children engage with a wide variety of resources and activities as they start the day. The childminder sits among children as they play so that children feel safe and settle well. She speaks clearly and responds to children's needs. For example, babies snuggle on the childminder's lap while older children play with cars, role play or explore a book.

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The provision is good

The childminder models good language, reads stories and sings with children. Children dance and relish singing favourite songs. The childminder uses props, such as farm animals, and offers individual support so that all children are included in activities. Children learn to take turns as the childminder gives them choices and asks effective questions. Babies move their bodies to music, gurgle and are eager to join in.

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The provision is good

The curriculum focuses on children being happy and culminates in them being ready for school. The childminder promotes the prime areas of learning. She sequences the curriculum to suit the age and stage of development of each child. The childminder plans for children to learn through experience. She uses topics and themes that relate to nature and the season. The childminder recognises that each child is different and adapts activities to meet their individual needs.

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need to do better?

n The childminder is well organised. Children benefit from a routine which helps them to know what is happening now and next. They develop their independence by doing everyday task for themselves. The childminder creates an unhurried environment. She gives children time to follow instructions and do things for themselves, such as washing their hands. n Children have lots of opportunities to develop their physical skills. They enjoy free-flow access to the garden to play outdoors. The childminder encourages children to climb, balance and explore sensory resources, such as sand and water. n Children enjoy weekly visits to groups for sport, drama and a playgroup. The childminder uses these opportunities to encourage children to socialise in larger groups where they sing, listen to stories and learn new skills. n The childminder gets to know families well and develops close bonds with children. As a result, children are confident and playful. The childminder gives

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need to do better?

children time to settle and gathers information from parents and carers about what their children know and can do. She monitors children's progress and identifies their next steps in learning. n Children communicate well. They use facial expressions, actions and sign

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need to do better?

3 June 2025 language as their speech emerges. Children babble and narrate on their play. The childminder is tuned in to children's emerging language. She understands them and responds to their requests so that they know she understands. However, the childminder does not consistently repeat back their words so that they can hear the correct pronunciation of sounds and words and further improve their use of language. n The childminder has established good connections with schools and other professionals so that she can support children with special educational needs and/or disabilities. She recognises when children might need additional support and collaborates with parents to develop learning plans and make swift referrals to other professionals. n The childminder promotes equality and diversity by introducing children to different cultural celebrations. Children explore books that represent people with

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need to do better?

different ethnicities and abilities. The childminder networks with professionals to share good practice and ideas. n The childminder sensitively supports children's personal care and nurtures babies so that they feel safe and confident as they develop independence. She cradles babies in her arms as she feeds them from bottles. This helps babies to develop a bond and feel valued. n Children sit together to at the table to eat. The childminder encourages children to chop bananas for their snack. She encourages children to make healthy choices and to say 'please' and 'thank you.' n Parents say that they have developed a strong partnership with the childminder and any assistants she works with. They say that the childminder shares lots of information with them and that their children are making good progress, especially in language and communication. Parents comment that their children are using lots of new words. They appreciate that children get lots of

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need to do better?

opportunities to play outside and say that they become confident and adventurous. Parents say that they trust the childminder and that their children thrive in the setting.

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.

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should:

n support children's communication and language skills further, such as by repeating back their emerging language so that they hear the correct pronunciation.

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Setting details

Unique reference number EY457492 Local authority Rotherham Inspection number 10399587 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 11 Date of previous inspection 6 December 2019

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Information about this early years setting

The childminder registered in 2013 and lives in the Waverley area of Rotherham. She operates all year round, from 7am to 5.30pm, Monday to Thursday, and before and after school on Fridays, except for bank holidays and family holidays. The childminder offers the government funded places for childcare.

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Inspection activities

n The childminder showed the inspector around the areas used by children. She explained the curriculum and 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 the interactions between children, the childminder and any assistants she works with. n The inspector observed play and activities, inside and outside. n Parents shared their views of the setting with the inspector in written feedback.

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Inspection activities

3 June 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

3 June 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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