Childminder 2745801

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

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The provision is good

The childminder demonstrates a nurturing manner towards the children, who have built secure emotional attachments to her. This helps them to play confidently and feel safe, secure and happy. Overall, the childminder plans a broad and effective curriculum that helps children to make good progress and prepares them for school. She expands children's experiences through a wealth of outings, designed to develop their social and physical skills, and wonder of the world around them. For example, children go to adventure parks and toddler groups where they broaden their friendship groups. They visit inspiring places of interest, such as those that help children to learn about science concepts and the history of aircraft and coal mining.

p.2

The provision is good

The childminder sets high expectations for children's behaviour, which she models and encourages. As children play cooperatively and share, she expresses how kind children are for doing this, and thanks them. The childminder encourages children to remember to put the lids back on the felt-tip pens, which also develops their hand-eye coordination. Children develop empathy for others. They use humour to distract their friends and help them to feel better when they are a little upset. As children confidently use virtual assistant technology, they rush to put things away before the motivating 'tidy-up' song finishes.

p.2

need to do better?

n The childminder facilitates older children's independent learning well. However, she does not consistently take full account of younger children's stage of development and interests to fully support them as they take part in free play. n The childminder effectively adapts motivating adult-planned activities, designed to promote children's small-muscle strength. For example, younger children squash, pat and stretch dough; the childminder models vocabulary that helps them to link their actions to words. As older children expertly use dough tools, the childminder encourages them to count the butterfly shapes. n The childminder meticulously assesses children's progress. Where this is lower than expected, she takes swift action, in excellent consultation with parents and other professionals, to meet children's individual needs. n The childminder works closely with parents to settle new children in. Thereafter,

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need to do better?

she shares 'wow' moments, observations and videos and discusses how they can support children's next steps together. However, where there is shared care, the childminder has not established strong enough partnerships with other settings, to support children's move and complement their care and learning. n Children enjoy helping with tasks that develop their independence skills in readiness for school. For example, older children manage self-care tasks and as they help to set up the table, they confidently count how many plates they will

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need to do better?

29 July 2025 need. Children help to choose activities that link to the 'learning board', such as visiting the farm to see the animals. n The childminder effectively promotes children's early language and literacy skills. As part of this, she fosters children's love of stories. Books are easily accessible and the childminder reinforces key stories with follow-up activities or outings, such as taking part in a story trail. n The childminder motivates children and fosters their positive approach to learning through her effective teaching. For example, she models play and makes suggestions to help children to achieve what they set out to do as they use more challenging dough tools. She increases children's self-esteem and confidence as she praises their efforts and successes. n The childminder effectively helps children to learn about living a healthy lifestyle. For example, children follow good hygiene routines and have nutritious home-

p.2

need to do better?

made meals. At snack time, children choose from a wide variety of fruits, which they recognise from a favourite story about a very hungry caterpillar. n The childminder plans certain activities that help children to learn about difference. However, opportunities for children to learn about their own uniqueness and all aspects of diversity are not broad enough. n The childminder uses many sources of information to constantly reflect on, and develop her practice. For example, she has completed training to enrich children's learning outdoors and that which helps her to understand and support children with special educational needs and/or disabilities.

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 strengthen the planning of the learning environment, in order for this to better reflect and support younger children's stage of development and interests n increase partnership working with other providers, in order to support children's move to a new setting and complement their care and learning to a higher level n provide a richer range of opportunities for children to learn about their own uniqueness and the diversity of the world in which they live.

p.3

Setting details

Unique reference number 2745801 Local authority Barnsley Inspection number 10405850 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 9 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023. She lives in the Tankersley area of Barnsley. The childminder is open Monday to Friday from 7.30am to 6pm, all year round, except for bank holidays and family holidays. The childminder holds qualified teacher status and offers government-funded childcare.

p.4

Inspection activities

n The inspector observed the safety and suitability of the childminder's premises. n The childminder discussed how she organises the early years provision and implements her curriculum. n The inspector observed the quality of education and assessed the impact on children's learning. n The childminder and the inspector carried out a joint observation of an activity taking place. n The inspector spoke to children during the inspection and the childminder shared written feedback from parents.

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Inspection activities

29 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

29 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

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

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