Reynolds, Rachel

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

p.1

The provision is good

Children arrive excited and are eager to play. The childminder welcomes families so that parents can share updates from home. The childminder creates a calm and homely environment where children enjoy a range of activities as they start the day. The childminder models good language, sits at children's level, makes eye contact and speaks clearly so that children feel happy, valued and safe.

p.2

The provision is good

The childminder encourages children to use language to express their thoughts and memories. Children learn about seasons and the natural world. They remember what they have learned about butterflies and excitedly use new vocabulary, such as 'chrysalis'. Children are excited to find a ripening tomato and explain what they remember about planting.

p.2

The provision is good

The childminder promotes a love of books and reading. Children learn that they can gather information from books. They enjoy sharing stories that relate to their current learning. For example, they organise themselves on the sofa and settle to look at a book about a caterpillar.

p.2

The provision is good

The curriculum focuses on the prime areas of learning. Children enjoy a wide range of resources, activities and experiences so that they develop language and communication, physical skills and independence. The childminder differentiates activities so that all children are included. She promotes diversity and inclusion through activities and stories. For example, books and resources represent people from different ethnicities.

p.2

need to do better?

n Children develop friendships. They learn to socialise and enjoy each other's company. The childminder comforts children when they are upset and asks questions, such as, 'How did that make you feel?' so that children learn to explore their feelings and name their emotions. However, the childminder does not consistently provide older children with enough support to manage minor conflicts for themselves. This means that children call the childminder for help. This interrupts learning and play as children become distracted and lose their focus. n The childminder gives children clear instructions so that they know what is expected and begin to develop independence. Children listen and respond, practise their skills and help each other. The childminder encourages children to persevere and complete tasks, for example when peeling tangerines. The childminder praises children, and they are delighted with their achievements.

p.2

need to do better?

n The childminder understands children's emerging language and responds appropriately. However, she does not consistently repeat back children's

p.2

need to do better?

14 July 2025 language so that they hear the correct sounds of words and know that they are understood. n The childminder generally meets children's needs and ensures that they are safe. However, the way group activities are organised does not fully support sustained interactions or allow children to build on their learning. n The childminder recognises the importance of developing physical skills before holding a pencil. Children enjoy manipulating play dough, squeezing to pump water and using hammers to crack ice. n Children have lots of opportunities for outdoor play and exploration. They make weekly visits to a forest school group and to a play group with other childminders. The childminder shares ideas and good practice, and children have the opportunity to socialise with other children and adults. n Children walk to school each day so that they are familiar with the school and that transitions are smooth. Behaviour is good, and children are calm. They

p.2

need to do better?

listen to instructions and learn to cross roads safely. n The childminder finds out about children and identifies their starting points. She monitors progress and shares information with parents. She has made links with other professionals, who provide updates and information so that she can support children with special educational needs and/or disabilities. n Parents say that they are delighted with the childminder. They say that she is knowledgeable and that they trust her. Parents report that the childminder shares information in daily conversations and reassures them about their children's progress. They say that children are making good progress in communication and language and that they are developing independence and social skills.

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 provide more support for children to learn how to resolve minor disputes for themselves n improve support for children's language development by helping them hear and use clear pronunciation n review the organisation of group activities to maximise meaningful interactions and ensure that learning is consistently extended for all children.

p.3

Setting details

Unique reference number 2743792 Local authority Rotherham Inspection number 10405880 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 12 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023. She lives in Rotherham. She operates term time only, from 7.45am to 5pm, Monday to Thursday, except for bank holidays. The childminder provides government-funded places for childcare.

p.4

Inspection activities

n The childminder showed the inspector the areas used and explained how her setting is organised. n The childminder and the inspector held a number of discussions during the inspection. n The childminder showed the inspector relevant documentation. n The inspector observed interactions between the children and adults. n The inspector observed play and planned activities, both indoors and outdoors. n Parents shared their views of the setting with the inspector and gave their written feedback.

p.4

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.

p.4

Inspection activities

14 July 2025 14 July 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.

p.4

Inspection activities

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p.6

Inspection activities

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p.6

Inspection activities

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Inspection activities

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p.6