Childminder in Rotherham

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 are keen learners who enjoy their time in the childminder's fun-filled home. They have strong emotional attachments to the childminder, who creates a nurturing environment for children through her warm, cheerful and loving interactions. This helps children to flourish and feel safe, secure and happy. The childminder is a good role model to children. She helps them to develop important social skills, including having an understanding of simple expectations. The childminder uses positive words to praise and encourage children. She acknowledges kind behaviours, such as helping to tidy up, share and take turns. The childminder tells children how proud she is of them, which boosts their self- esteem and confidence.

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The provision is good

Overall, the childminder plans a very effective curriculum. This helps all children to make good progress and develop fundamental skills in readiness for starting nursery and, ultimately, school. For example, children develop independence during familiar and healthy daily routines. They readily choose what they want to play with from a variety of accessible resources, which the childminder sets up invitingly in the stimulating playroom. Children focus and engage well during activities, such as those that develop their social, language, physical and mathematical skills. For example, children learn to count as they thread beads. As the childminder makes a giraffe with the moldable sand, she talks about how it will need a 'really long' scarf.

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need to do better?

n The childminder gathers important information from parents and carers to help to settle new children in and build on their starting points for learning. For example, she takes children who are used to travelling in a car on public transport and expands on children's socialisation through visits to playgroups. n The childminder considers themes and children's interests when planning broad and interesting educational programmes. However, her plans for younger children's future learning are, sometimes, too advanced. n The childminder helps children to make connections and remember what they have been learning. For example, she extends discussions with children about their pets by creating a veterinary role-play area. After visiting the farm, children look at books and play with animal figures. n The childminder provides unique opportunities for children to learn about the diversity of the world. For example, children take part in a charity initiative

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need to do better?

around a travelling bear which helps them to learn about a new country each month. They receive a travel journal and world map to log the bear's adventures and resources, such as a postcard, book and fact cards. n The childminder helps children to develop a love of books and stories. This is important for early communication and literacy skills. For example, children

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need to do better?

5 June 2025 delight in choosing a book to share. They visit the library and take books home from the childminder's lending library in their special bag. n The childminder creates inventive props to make storytelling animated and interactive for children. For example, as children listen to a story about a very hungry caterpillar, they count the items of food on laminated picture cards and take turns to post these into the caterpillar's mouth. n Children develop good small-muscle strength and hand-eye coordination, in readiness for early writing. For example, younger children manipulate different latches on an activity board and older children use magnetic maze puzzles. Younger children squeeze, pinch and stretch sand which has a dough-like consistency. Older children use dough tools. n The childminder builds on children's language skills through her continuous narrative. She introduces new vocabulary as children play and as she reads

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need to do better?

stories. Children remember words, such as 'volcano'. However, the childminder, sometimes, introduces comments and questions in quick succession without giving children enough time to think, process and respond. n The childminder is committed to reflecting on, and developing, her practice, such as by undertaking a mentoring and early years professional development programme. She has introduced various initiatives to help to strengthen teaching and learning. The childminder seeks parents' views through questionnaires, to help inform her service. n The childminder works closely with parents to promote continuity in children's care and learning. She shares information electronically and through photos and progress reports. Parents share photos for a 'my family is special' display, planned to help children to learn about everyone's uniqueness. However, partnerships with other settings children attend are not as strong to support

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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 refine plans for younger children's learning, so that these more closely align with their stage of development n give children greater opportunities to think, process and respond to comments and questions n develop partnership working with other settings children attend, to promote greater continuity in children's care and learning.

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Setting details

Unique reference number 2721844 Local authority Rotherham Inspection number 10392824 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 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023. She lives in the Brampton area of Rotherham and has an assistant listed for emergency back-up care only. The childminder is open Monday to Friday, from 7.30am to 5.30pm, all year round, except for bank holidays and family holidays. The childminder offers government funded childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The inspector observed the suitability and safety of the childminder's premises. n The childminder discussed how she organises the early years provision and implements the curriculum. n The inspector observed the quality of education as children took part in activities, and assessed the impact on children's learning. n The childminder and the inspector carried out a joint observation on an activity. n The inspector spoke to children during the inspection. The childminder shared written feedback from parents. n The childminder shared documents with the inspector, such as those related to children's learning and continued professional development.

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Inspection activities

5 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

5 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

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

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