Childminder in Doncaster

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

p.1

The provision is inadequate

Weaknesses in the planning of the curriculum limit the childminder's ability to organise the learning environment and daily routines in a way that effectively supports children's learning. The resources that she provides do not consistently engage children in their play. Consequently, children do not develop positive attitudes to their learning. The childminder does not organise her daily routines effectively. This has an impact on the time she gives to fully support children's learning and play. As a result, children become disengaged in their independent play. On occasion, some children display unwanted behaviours. Additionally, the childminder has not developed suitable strategies to support children's behaviour. This means that the learning environment becomes disorderly at times. This, in turn, disrupts children's learning and has an impact on their safety and well-being.

p.2

The provision is inadequate

During the limited times that the childminder is able to focus her attention on children's learning, her interactions are positive and gentle. She offers children cuddles and comforts them when they feel sad or need reassurance. The childminder uses simple words and language with children to support their understanding. She uses words in children's home languages to support those who speak English as an additional language. This supports those children to be able to communicate their needs.

p.2

need to do better?

n The childminder describes the skills and knowledge that she wants children to learn. However, she has not considered how to put this learning into place and implement an effective curriculum. The childminder does not set up the learning environment in a way that consistently supports children to learn these skills. Children of different ages access the same limited resources. At times, these do not meet children's interests or their ages and stages of development. Children lose interest in the resources and wander around or ask for food instead of playing. Children are not suitably challenged or stimulated in their learning. n The childminder has not considered how to organise daily routines in a way that maximises children's learning and minimises disruption. For example, staggered arrival times and access to meals mean that children frequently leave and return to the dining area, which presents a risk and interrupts their own and others'

p.2

need to do better?

play and learning. Valuable opportunities for the childminder to support and extend children's learning and development are reduced. n The childminder has begun training to develop her knowledge of supporting children's behaviour. However, she has not yet completed this training or applied it effectively in practice. At times, children do not follow instructions, for example, by repeatedly trying to leave the room or by throwing toys. The childminder does not consistently support children to understand and follow the

p.2

need to do better?

1 July 2025 rules and boundaries of the setting. Children are not learning how to keep themselves and others safe. n The childminder shares information with parents about healthy lunch box choices. However, she does not yet support children to develop their understanding of healthy eating. When unhealthy items, such as sugary sweets, are brought in, they are removed for safety reasons. Children do not understand why, and they can become upset. The childminder does not use her interactions well enough to help children learn about healthy food choices to support their understanding. n The childminder supports parents to help their children to learn about hygiene routines, such as washing their hands. She shares photos and information about children's development using an app. The childminder has held a meeting with parents to update them about upcoming changes to the early years foundation stage. These approaches help to build relationships with parents.

p.2

need to do better?

n The childminder is carrying out further training and professional development activities. This is improving her understanding of how to support children with special educational needs and/or disabilities (SEND). The childminder has made links with the SEND advisers in her local authority. This aids her in seeking further information on strategies to support children with gaps in their development or SEND. The childminder is also working with help and guidance from local authority early years advisers. This is supporting her to plan for how she will make the necessary improvements to her practice.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

improve the planning of the curriculum to ensure that the learning environment supports children's interests and challenges and stimulates them during their independent and adult-supported play 29/07/2025

p.3

Due date

1 July 2025 review and improve the organisation of daily routines to ensure that sufficient time is given to supporting children's individual learning needs 29/07/2025

p.3

Due date

develop and use appropriate and consistent strategies to support children's understanding of the expectations for their behaviour. 29/07/2025

p.4

should:

n support children and families to understand consistent messages about healthy food options and inappropriate lunch box items to promote their good health.

p.4

Setting details

Unique reference number EY484453 Local authority Doncaster Inspection number 10410912 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 3 July 2023

p.5

Information about this early years setting

The childminder registered in 2015 and lives in Mexborough, South Yorkshire. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for family holidays. The childminder offers government-funded childcare for children aged from nine months to four years.

p.5

Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the childminder. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n Children spoke to, and communicated with, the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n Parents shared their views on the childminder's setting with the inspector. n The inspector spoke with the childminder about her safeguarding knowledge and responsibilities.

p.5

Inspection activities

1 July 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

1 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.

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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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