Jephcote, Billie

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 independently explore in a safe and nurturing environment. The childminder gets to know all children very well. Children smile and laugh throughout the day. They respond positively to the childminder's warm and nurturing manner as she sits alongside them to support their play. When children struggle to settle, the childminder provides distraction, physical and emotional comfort. As a result, children settle immediately. Children's behaviour is positive. The childminder's calm voice supports a relaxed learning environment. This results in children engaging in their play consistently and for long periods. The childminder has clear expectations for behaviour which children understand well. From a young age, the childminder teaches children to share and help their friends. Children show patience and kindness as they wait for their friends before they start an activity. Children are very happy.

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The provision is good

The curriculum is ambitious, interesting and exciting. The childminder creates opportunities for children to develop their imagination. For example, children excitedly search for gold in the sand. The childminder provides hand-over-hand support to help younger children sift through the sand. She balances a plank across water and encourages children to walk across it. Children laugh with each other as they pretend to be pirates. Less confident children look to the childminder for reassurance before they walk the plank. Children develop their large muscle skills. The childminder is skilled in extending activities. For instance, she introduces sea animals and creates shark-infested waters. Children learn rich new language such as 'shark' and 'hammerhead'.

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need to do better?

n Children's understanding and learning is developed in a wide range of ways. For example, the childminder uses skilful questioning. She asks children effective questions to encourage children's critical thinking, curiosity and recall. The childminder encourages children to think about what they are drawing before they start. Children excitedly talk about their pictures of pirates. They recall the pirate story they listened to at the library. Children are eager to engage in activities. n From a young age, children develop their communication and language skills well. The childminder teaches young children single words as they play. For instance, 'tomato' 'mushroom' and 'pear' as they play in the home corner. The childminder repeats words back to children to support with the correct pronunciation. Conversation is consistent throughout the day. The childminder models longer sentences for children to repeat. Children develop their skills as

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need to do better?

they engage in back-and-forth communication with the childminder. n The childminder teaches children about healthy foods as they role play making

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need to do better?

30 June 2025 dinner. Children work together to make soup and fruit cocktail. They develop their small muscles skills and hand-to-eye coordination as they add and mix ingredients. Children learn about similarities and differences of different types of foods. n The childminder teaches children about mathematics. Children learn about weight as they transfer water using watering cans. The childminder provides different sized containers for water play. She counts sharks as she places them in the water. However, maths is not consistently implemented throughout the curriculum. This minimises children's opportunities to further develop their mathematical skills in other activities. n The childminder takes children to visit places of interest in the local community. For instance, children learn about animals as they visit a farm. Children see people of different race when they are out exploring. The childminder teaches

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need to do better?

children about some festivals and celebrations, such as Lunar New Year. However, the childminder's curriculum does not consistently support children's development of communities, cultures and race different from their own. n Children are developing their independence. From a young age, children are taught to manage their self-care skills. For instance, at snack and lunchtime, children know to wash their hands before they eat. Young children are encouraged to put their own shoes on to play outside. When children struggle, the childminder provides verbal guidance. Children consistently keep on trying hard. They are developing the skills they need for when they start school. n The childminder works extremely well with parents and carers. She shares information verbally at drop off and collection times. This builds a positive relationship between the childminder and all parents. Parents report they have a

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need to do better?

good understanding of what their children are learning and how to support their next steps in learning. Children say they do not want to go home. Parents are extremely confident in the care and learning the childminder provides for their children.

p.3

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.

p.3

should:

n extend children's mathematical concepts in play further during by embedding early number work and number recognition n help children to develop a better awareness of diversity to support their understanding of different cultures, communities and race.

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Setting details

Unique reference number EY560756 Local authority Rotherham Inspection number 10392945 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 25 October 2019

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Information about this early years setting

The childminder registered in 2018 and lives in Thrybergh, near Rotherham. She operates all year round from 7am to 6pm, Monday to Friday, except for Thursdays, bank holidays and family holidays.

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Inspection activities

n The childminder completed a learning walk with the inspector and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Children communicated with the inspector during the inspection. n Parents shared their views of the setting with the inspector. n The inspector completed a joint evaluation of an activity with the childminder.

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Inspection activities

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

30 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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