Childminder in Sheffield

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 demonstrate that they are happy and settled in this safe and welcoming setting. The childminder has an ambitious curriculum in place that focuses on developing children's independence. She knows children well and plans their next steps in learning following their interests. They explore their surroundings with confidence. Children approach the childminder regularly to join in with their play. The childminder sits at children's level and interacts consistently with them, following their interests. She plans well-resourced areas for children to explore, both indoors and outdoors. This allows children to follow their interests and the childminder to extend their play. For example, children role play in the pretend kitchen and play with toy tools. The childminder is a good role model and always uses her manners. Children have a strong understanding of the behaviour that the childminder expects of them. They tidy toys away after they use them, giving them

p.2

The provision is good

a sense of responsibility for their environment.

p.2

The provision is good

Children know the routines of the setting and follow good hygiene practices. For example, they wash their hands independently before their snack and mealtimes. The childminder understands the importance of educating children about healthy lifestyles. She provides children with nutritious snacks. The childminder works in partnership with parents and carers to ensure that children are provided with a healthy packed lunch. She provides children with lots of physical activities and understands the importance of good oral hygiene. The childminder takes children on trips to the dentist and discusses the importance of children brushing their teeth.

p.2

need to do better?

n The childminder understands child development and what she wants children to learn. She plans the environment and experiences to promote children's next steps in learning. The childminder supports children's learning with opportunities outside of her home and in her local community, such as visits to parks and shops. n Children develop positive relationships with the childminder. Children laugh with excitement as the childminder enthusiastically joins in with their role play. She positions herself so she is available to children, to model what to do with items. Children enjoy the childminder's company and persist with activities, even when they experience challenges. For example, when struggling to use the toy wrench in the play kitchen, the childminder demonstrates how to tighten it up. This results in children attempting again and receiving praise for their efforts. n The childminder supports children to become independent. She encourages

p.2

need to do better?

children to take their shoes and coats off when they arrive. The childminder supports children to use the toilet and wash their hands. Children choose which

p.2

need to do better?

8 July 2025 fruit they would like and cut it up themselves at snack time, and they drink from open-top cups. n The childminder sings number songs and encourages children to count and recognise numbers. However, she does not use mathematical language regularly. This does not support children to gain a deeper understanding of mathematical concepts. n The childminder provides opportunities for children to develop physically. For example, children make marks on paper using crayons to develop their fine motor skills in preparation for early writing. They enjoy running and playing football in the park. n The childminder is aware of the importance of online safety. She does not allow children to use devices from home. The childminder speaks with children and parents and carers to educate them on the importance of keeping children safe online. n The childminder understands the importance of reading stories and does have

p.2

need to do better?

books within the setting. However, she does not encourage children to access books independently to help them to develop a love of reading. n Parents say that they are happy with the childminder's care. They like that she takes their children out to have experiences beyond the home. Parents say that they get information through daily feedback from the childminder, such as what activities their child has done that day, and they receive regular photos. The childminder works with parents to create children's next steps in learning. She supports parents to help them extend their children's learning at home. n The childminder has built good working relationships with outside agencies, such as health visitors and schools children also attend. She uses these partnerships to support children to reach their full potential.

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 enable children to gain a deeper understanding of mathematical concepts, such as by introducing more mathematical language n encourage children to further develop a love of books and reading.

p.3

Setting details

Unique reference number 2741309 Local authority Sheffield Inspection number 10410553 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 Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Sheffield. She holds a relevant level 3 qualification in childcare. The childminder operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She offers government funded childcare for children aged from nine months to four years.

p.4

Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to and communicated with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

p.5

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.5

Inspection activities

8 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.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6