Childminder 300203

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

Children are happy and settled in the experienced childminder's calm care. They form secure attachments with her kind and nurturing support. Babies, for example, enjoy the childminder joining in with their play and are supported by her reassuring praise and guidance. The childminder has high expectations for children, and they make good progress overall. Children are well prepared for their future learning, including starting nursery and school. For example, children learn to enjoy choosing a favourite song or nursery rhyme. They listen well and join in enthusiastically.

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The provision is good

The childminder builds strong bonds with children. This helps them to grow in confidence and build their early social skills. Children learn to play safely with other children when they meet them on their visits to playgroups and local places of interest, such as museums, parks and libraries. Children behave well and show consideration for others. They rise to the childminder's high expectations for good manners. For example, they learn to say 'please' and 'thank you' as they eat their lunch or share their toys. Parents and carers appreciate the strong start the childminder gives their children's development and education through well-planned routines and memorable activities.

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need to do better?

n The childminder uses her significant childcare experience effectively to ensure children build progressively on their achievements overall. She uses children's interests to help them retain their knowledge and understanding. However, the childminder does not always fully extend their learning experiences. For example, she does not consistently build on children's answers to questions to further deepen and embed their understanding. This inhibits the development of their speaking and reasoning skills to the highest levels. n The childminder focuses strongly on developing children's communication and language skills. She provides stimulating activities such as games that help children develop their listening and observation skills by matching sounds to pictures or real-life objects. The childminder joins in discussions with children, for example during snack times, to further promote their vocabulary and

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need to do better?

conversational skills. n The childminder introduces children to books and early reading skills well overall. For example, children listen carefully as she reads invitations to parties in a game involving sorting and matching them to the stamps and posting them. The childminder has a good range of children's books in her home. However, the childminder's planning does not ensure that books are easily accessible for children to choose for themselves and share with others to further reinforce their early reading skills and independence. n The childminder has very positive expectations for children's behaviour and

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need to do better?

22 July 2025 thoughtfulness towards others. She sets clear boundaries that help children recognise and manage their own emotions and behaviour. The childminder creates a calm and friendly environment that encourages children to grow in confidence and self-awareness. n The childminder plans well for children's physical development. She helps to build children's hand control and fine motor skills. For example, she encourages children to create pictures and patterns with different media inspired by the fire's colour on a recent visit to an industrial museum. Children build on these skills when they work with play dough or in their sand and water play. They build their strength and balancing skills through climbing and jumping activities in the childminder's garden or on their visits to parks and play groups. n The childminder is ambitious to help children grow to be happy and self- confident. She makes use of training, for instance, on developing curriculum

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need to do better?

planning and children's health and well-being. The childminder works regularly with other childminders who share experiences to develop their provision. The childminder knows children well and accurately assesses their achievements. She identifies any potential delays in their development and works closely with parents to support their learning at home. n The childminder works closely with parents to establish a good understanding of children's starting points and to support their learning at home. Parents appreciate the childminder's caring attitude and positive impact, particularly on children's confidence, social skills and language development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n focus on developing the quality of interactions with children to extend and deepen all aspects of children's learning, particularly their language and communication skills n strengthen the quality of curriculum planning to further support children's engagement and enjoyment of reading to promote their language and independent learning skills.

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Setting details

Unique reference number 300203 Local authority Sheffield Inspection number 10398884 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 13 November 2019

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Information about this early years setting

The childminder registered in 1995 and lives in Sheffield. She operates all year round, from 8.30 to 5.30pm, on Tuesday, Wednesday and Thursday, except for family holidays. The childminder holds an appropriate qualification at level 3. She provides government-funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises, indoors and outdoors, and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector spoke to children as they played. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

22 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

22 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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