Childminder 2749035

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

Children are happy and secure in the care of the warm and calm childminder. Babies and children learn to be increasingly confident as they choose for themselves from the toys and activities the childminder plans for them. For example, babies develop their early walking and handling skills as they push the pushchair around the room and lift the baby doll out to feed her. The childminder encourages children to engage in role play using soft toys and other resources. As children play, she guides them to learn more about home and shopping experiences. Children make good progress overall. The childminder prepares them well for the next stages of their learning.

p.2

The provision is good

Children respond well to the childminder's high expectations and thoughtful routines. They learn to behave well towards each other and be patient and polite. For example, children quickly sit and gather round the childminder to show they are ready to start a new activity or to join in a greeting song and wave and smile at each other. The childminder supports children to develop their social skills and self- awareness. For example, she plans experiences for children to play with other childminders and their children and offers regular playgroup visits and trips to museums and other places of interest.

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need to do better?

n The childminder has made a positive start to developing her provision. She plans a curriculum aiming to build on children's learning, particularly their communication and personal skills. However, this is less well developed for some areas, such as early mathematical skills. For instance, the childminder encourages children to count to 10 or more, rather than develop a good understanding of the quantities of early numbers to five. This does not help children to establish a secure foundation for their learning. n The childminder knows children well. She builds a strong bond with children from the start and establishes good relationships with parents and carers. The childminder uses her knowledge of children's achievements and interests to provide activities that stimulate and engage children. She identifies gaps in key areas of children's learning, such as speech and physical development, at an early stage. The childminder works well with parents and other professionals,

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need to do better?

such as health visitors, to promote children's learning. n The childminder often asks children questions that reinforce their knowledge of, for example, colours and other key facts. However, she does not consistently build on their responses and encourage them to reason and further extend their independent thinking. n The childminder has positive expectations for children's behaviour and thoughtfulness towards others. She creates a very calm and friendly

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need to do better?

29 July 2025 environment that encourages children to feel safe and respected. The childminder engages children in talking about simple rules, such as using 'kind hands'. She sets boundaries that help children to feel consistently safe and cared for. n The childminder supports the development of children's speaking and listening skills. For instance, she encourages babies and children to look at the person talking to them as they play and to follow simple suggestions and instructions. The childminder makes effective use of repeated activities, such as nursery rhymes and songs about the weather and days of the week. She uses these activities to help children to recognise rhyming patterns and memorable vocabulary. n The childminder supports children's enjoyment of books and stories well. She often sits and shares favourite books chosen by the children. The childminder reads books well. For example, she encourages babies to feel the texture or lift

p.2

need to do better?

flaps as they listen. This helps them to build a sense of anticipation and learn to turn the pages and follow the story. Older children learn to enjoy the rhythm and sounds of words as they join in repeated phrases of well-known stories. n The childminder reflects regularly on her practice. She reviews her provision through, for example, personal research to promote parents and children's awareness of safe and healthy eating, including providing nutritious snacks and meals. The childminder regularly discusses the development of her curriculum with the local authority's early years advisers and other childminders. n The childminder establishes a strong relationship with parents, who highly recommend her provision. They appreciate the regular two-way communication she encourages and the breadth of learning experiences their children receive.

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 curriculum planning to develop children's learning, particularly their early mathematical experiences, more systematically and consistently n focus on developing interactions with children to support their deeper learning and reasoning skills.

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Setting details

Unique reference number 2749035 Local authority Rotherham Inspection number 10405900 Type of provision Childminder

p.4

Registers

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

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inspection

Total number of places 3 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Rotherham. She operates all year round, from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides government-funded childcare.

p.4

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 the 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 childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the childminder's setting through their written feedback.

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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

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