Shepherd, Rachel Elizabeth

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 relationships between children and the childminder are strong. They feel safe and secure as they come for cuddles and ask to play games. Children are very focused and engaged as the childminder plays with them. She uses high levels of enthusiasm and praise to engage the children further. The childminder says, 'I'm so proud of you,' as they match objects correctly. She reinforces mathematics skills as she asks who has 'more' during a marble game. Children enjoy a variety of activities. This includes colouring, building blocks and card games. These support children's creativity and fine motor skills. Children are confident and communicate well with the childminder and visitors. Children shout, 'We love strawberries,' when finding a picture of a strawberry on a tile.

p.2

The provision is good

Children are well behaved, and the childminder reinforces positive behaviour. She explains patiently if things go wrong and how to make them better. For example, when children tip crayons on the floor, she asks that they pick them up before continuing with their picture. Children smile as they create pictures, sharing these with the childminder and visitors. They explain their drawings and follow instructions to make circles and lines.

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need to do better?

n The childminder knows the children well. She has her own assessment tools to gather more details about the children's areas of learning. This includes a method to check for next steps. Parents include their opinions of the assessments and share their thoughts on what children need to learn next. n The childminder has a vision for what the children will learn. She has a priority for developing their independence. Children use the toilet by themselves and put their shoes on without support. n The childminder makes adaptations for children with special educational needs and/or disabilities. This is to ensure they feel comfortable and included. The childminder is aware of children's feelings and responds to their needs. n The childminder asks children what they want to play with. However, she does not have evaluation systems in place. She is unable to check how the setting is doing and what needs improvement. The childminder does not include parent

p.2

need to do better?

and children's views in her evaluations to support this process further. n Children thrive in their fine motor skills. The childminder uses small tiles and cards to enhance their development. She supports children's gross motor development outdoors. Children enjoy climbing the slide and using different buckets in the mud kitchen. They enjoy walks to the local forest and running in the field. This supports their physical development. n During games, the childminder uses questions. This helps to gain knowledge from children and to test their understanding. She chooses games that children

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need to do better?

30 June 2025 are interested in. There is a strong focus on developing communication and language skills. Children choose books and turn the pages well. n The childminder engages children well. However, she does not expand their knowledge and broaden their understanding using vocabulary. This means that children may have fewer opportunities to encounter and use language that helps them make sense of the world around them. n The childminder is patient and kind. She uses language to explain when behaviour is not appropriate. The childminder has good eye contact with children and gets down to their level. This develops good emotional bonds with children. n The childminder is not yet making full use of professional development opportunities to enhance her teaching and keep her knowledge current. n The childminder has a strong focus on mathematics development. She continually talks about shapes and colours. Children count objects and say which

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need to do better?

is 'less'. They begin to understand mathematical language.

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.

p.3

should:

n evaluate the setting by seeking and using the views of parents and children to inform improvements to the provision, ensuring it more effectively supports children's learning n develop strategies further to enrich children's vocabulary through meaningful conversations that deepen their knowledge and understanding n access relevant professional development to deepen understanding of effective teaching strategies and support continuous improvement.

p.3

Setting details

Unique reference number EY542715 Local authority Barnsley Inspection number 10392829 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 9 September 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Barnsley. She operates all year round, from 8am to 5pm, Monday, Tuesday, Thursday and Friday, except for family holidays. The childminder offers the government-funded places for childcare.

p.4

Inspection activities

n The childminder spoke to the inspector about children's learning and development with a particular focus on independence. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector carried out a joint observation during a communication and language activity. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

30 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

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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