Caudwell, 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 are happy, settled and confident. The experienced childminder provides a nurturing environment, and children enjoy playing and learning alongside her. She has a kind and caring approach and knows children's personalities and characters well. The childminder skilfully supports children through engaging interactions. She teaches ambitious new vocabulary to children. The childminder asks questions that encourage children's curiosity and thinking skills. Children develop high levels of curiosity and enjoyment in their learning. Older children develop their memory recall as they recount experiences of their recent trip on an aeroplane.

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The provision is good

The childminder provides children with an exciting range of experiences to explore their local community. She supports children to meet new people, understand how things work and enjoy a variety of social experiences. Children develop high levels of confidence and self-esteem. They excitedly talk about these experiences. This helps children to make sense of the world around them.

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The provision is good

All children make good progress in their learning and development and are well prepared for their next stage of learning. Babies and older children listen attentively as the childminder reads stories to them. She engages them with an interesting voice. Children confidently join in with the parts of the story they know. The childminder fosters a love of books in children. She recognises that reading to children helps them to gain knowledge and an understanding of experiences beyond their own.

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need to do better?

n The childminder is a positive role model. She respectfully reminds children to share and take turns. The childminder encourages children to use good manners. For example, children consistently say 'please' and 'thank you'. They behave very well. n The childminder organises activities to help children to reach the next steps in their development. For instance, she encourages them to develop their fine motor and number skills as they sort coloured bears. However, during some adult-led activities, the childminder does not ensure that she meets the needs of the youngest children. Consequently, on these occasions, the youngest children do not fully participate in the experience on offer. n The childminder supports children's mathematical learning. She encourages children to count during everyday activities. Children talk about the different coloured bears and compare their sizes. The childminder provides numerous

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need to do better?

opportunities for children to listen to and sing familiar songs and rhymes. This helps to develop children's listening and communication skills. n The childminder understands that it is important for children to lead healthy

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need to do better?

6 June 2025 lifestyles. She teaches children about hygiene and how to make sure that they are safe from germs. The childminder encourages children to eat nutritious and healthy foods. She is consistent in her expectations that children have access to a well-balanced diet. This supports children's physical health. n The childminder has a strong understanding of the challenges that children face in the modern world. She teaches children about how to keep themselves safe. For example, the childminder routinely teaches children about road safety. This supports children's physical and emotional well-being well. n The childminder understands that it is important for children to learn about other people. She is inclusive in her practice and ensures that she celebrates the differences between children in the setting. The childminder also plans a range of opportunities for children to understand the lives of other people. This helps

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need to do better?

to promote children's tolerance and respect for others. n The childminder has established good relationships with other early years professionals. She discusses early years updates and shares good practice. The childminder and her co-childminder reflect on their practice to make improvements. For example, the childminder has recently attended training to develop exploratory play. n The childminder promotes children's good health. She ensures that children enjoy nutritious meals and snacks. Lunchtime is a social time that children enjoy. The childminder ensures that children have daily opportunities for fresh air and outdoor physical activities. n Parents and carers report that their children enjoy coming to the childminder's home. They feed back that their children make good progress, especially in communication and social skills. Parents say that the childminder keeps them up to date with what their children do and their stage of development.

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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 the planning and implementation of the curriculum to ensure that learning experiences are appropriate for the youngest children.

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Setting details

Unique reference number 302939 Local authority Rotherham Inspection number 10392924 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 1999 and lives in Whiston, Rotherham. She operates all year round, from 7.30am to 5.30pm Monday to Thursday and from 7.30am to 5pm Friday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3 and provides government-funded childcare. She works with another childminder.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. n The inspector observed the interactions between the childminder, her co- childminder and children. 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

6 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

6 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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