Jackson, Amy Louise

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

Children thrive in this homely and stimulating environment. The childminder works alongside a co-childminder. Together, they develop close and warm bonds with children, who demonstrate that they are happy and secure in their care. The childminder focuses on children learning through play. She uses her knowledge of children's interests to engage them in their play and learning. The aim of her curriculum is for children to develop the knowledge and skills they need to move on to their next stage in learning. The childminder supports children's communication, language and literacy skills well. She reads stories and sings songs and rhymes to children so that they learn new words. The childminder skilfully supports children through engaging interactions. She asks questions that encourage children's curiosity and thinking skills. Children develop high levels of curiosity and enjoyment in their learning.

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The provision is good

The childminder undertakes regular assessments to monitor children's development and decide on the next focus for their learning. She shares these with parents and carers so they can also support their children's learning further at home. This helps the childminder to swiftly identify any gaps in children's learning and put in place interventions to ensure that these close. Children behave well. The childminder has high expectations for children's behaviour and sets clear rules and boundaries to guide them. For example, she expects children to be kind and caring to others and to respect the toys and the environment. Children behave in an age-appropriate way. They respond positively to the ample praise and encouragement they receive from the childminder.

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need to do better?

n Overall, the childminder plans activities that are broad and balanced, and all children make good progress. For instance, she plans activities to help children to understand about the change in seasons. However, sometimes, the childminder does not adapt her teaching to meet the different needs of all children. This means that some children find activities confusing, and their learning is not maximised at these times. n Children demonstrate a positive attitude to learning. This is modelled by the childminder. Children enjoy revisiting prior experiences. For example, they talk excitedly about their recent adventure on an aeroplane. The childminder listens to the children's experiences and asks appropriate questions, which help to maintain the back-and-forth interactions. n Children enjoy daily opportunities to learn outdoors and engage in physical play. Children thoroughly enjoy slides, wheeled toys and ball games in the garden.

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need to do better?

They walk to and from school each day and learn about road safety. The childminder uses trips into the local community to help children to understand

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need to do better?

5 June 2025 about the world around them. n Children show a love of books. They listen intently as the childminder reads stories that engage them. Children learn that written words have meaning and when to turn the page. The childminder creates themed books for children to explore, which she links to their specific interests. n The childminder incorporates counting and positional language into activities. For example, when giving children instructions, she uses words such as 'on top' and 'under'. The childminder introduces children to the names of shapes. She shows children how to build towers with different-sized blocks. This helps children to build on their early mathematical knowledge. n The childminder promotes children's good health. She ensures that children bring nutritious meals and snacks. Lunchtime is a social time, where children enjoy talking about healthy foods and lifestyles. The childminder teaches

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need to do better?

children different ways of managing their care. For example, she has conversations with children about washing their hands before eating and explains the importance of getting rid of germs. The childminder reminds children regularly to drink water and teaches them about oral hygiene. n The childminder understands the importance of keeping her knowledge up to date. She works in partnership with her co-childminder and other organisations to identify any training that will improve her practice. For example, the childminder has recently attended training to help encourage children to explore and investigate. n Parents share that they are extremely happy with the care their child receives from the childminder and feel well supported. They explain how their children enjoy coming to see the childminder as well as their friends, and that their children make good progress in their learning. The childminder shares

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need to do better?

information with parents daily. This helps to build positive relationships with families and promotes consistent care.

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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 enhance teaching during planned activities to meet the varying learning needs of children more consistently.

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Setting details

Unique reference number EY548619 Local authority Rotherham Inspection number 10392925 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 8 Date of previous inspection 18 October 2019

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Information about this early years setting

The childminder registered in 2017 and works from the home of her co-childminder, who lives in Whiston, Rotherham. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, and from 7.30am to 5pm on Friday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 5 and provides government-funded childcare.

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Inspection activities

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 observed the quality of education being provided and assessed the impact on the children's learning. n The inspector observed the interactions between the childminder and children. n The inspector and the childminder carried out a joint observation. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

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