Childminder EY435109

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 arrive happy and are welcomed into this homely, family environment by the childminder. Children jump excitedly and say that they have fun here. Younger children are passed into the arms of the childminder for a cuddle as they arrive so that they settle easily.

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The provision is good

The childminder organises the setting well so that children have easy access to resources, activities and books. She sits among children so that she is available for them. Younger children snuggle onto her lap as they start the day. The childminder speaks gently so that they feel nurtured and safe. Children make choices, remember what they have learned and are eager to communicate because they feel valued.

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The provision is good

The curriculum focuses on communication, language and the skills needed to be ready for school. The childminder gets to know children well. She follows their interests and offers resources and activities that interest and engage them. The childminder identifies areas of focus and next steps in learning for each child. She listens to children and interprets their emerging language. She repeats back children's language so that they know that they are understood and hear the correct pronunciation.

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The provision is good

The childminder promotes a love of books and reading. Children choose books to read independently. They practise physical skills as they turn pages, lift flaps and pull tabs. The childminder reads out loud to children. They follow the story and copy the actions as they take turns to flutter like a butterfly.

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need to do better?

n Children play outside each day and enjoy a wide variety of resources and sensory activities. They develop physical skills as they crush herbs and pour water. Children are engrossed in play for prolonged periods as they repeat and practise these new skills. The childminder interacts with children and extends their learning by narrating their play. For example, she says, 'It sounds like you are counting.' In addition, children make regular visits to parks and woodland, where they explore the natural environment, run, climb and develop confidence. n The childminder promotes language through song. Children choose an item from the basket and sing a familiar song. Children follow the actions, babble, practise words and use their fingers to count. However, song time starts before all children are settled and ready. As a result, not all children benefit from being involved in this rich learning experience.

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need to do better?

n The childminder has developed a clear routine so that children have a sense of belonging and know what is happening now and next. For example, children

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need to do better?

2 September 2025 help to put things away and find their own shoes. n The childminder promotes healthy lifestyles. She creates a social atmosphere where children eat together and try new foods. The childminder models good manners, reminds children to say thank you, and invites them to use 'kind hands'. She supports children to recognise and process their emotions as they learn to share and take turns. n The childminder observes children and gathers information from parents as their children start. She works in partnership with parents and shares ideas to support learning at home. For example, children borrow books so that learning is continuous. n Parents appreciate the childminder. They say that they like and trust her and that their children are flourishing. Parents explain that children are making great progress, especially in their communication and emotional growth. They appreciate that children are well cared for and challenged.

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need to do better?

n The childminder has strong relationships with other professionals and a local childminding network. They share good practice and visit groups so that children can socialise, learn new physical skills and build confidence. n The childminder promotes diversity and inclusion through her interactions and the activities she offers. She uses carefully chosen television programmes to explain diversity and shares books that represent people from different ethnicities, cultures and families. n The childminder has a good understanding of special educational needs and/or disabilities. She is empathetic towards parents and accesses support from other professionals for guidance and to make referrals. n The childminder shares information about children's interests and development. The childminding team recognise and celebrate children's new vocabulary. The childminder evaluates her practice and identifies areas of development. She

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need to do better?

spends additional funding wisely, for example on outdoor resources to extend exploratory play.

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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 organise small-group activities, such as singing, more effectively so that all children are ready and fully engaged from the start of the activity and can benefit from the rich learning opportunities on offer.

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Setting details

Unique reference number EY435109 Local authority Rotherham Inspection number 10398922 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 12 Number of children on roll 13 Date of previous inspection 14 November 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Wickersley, Rotherham. She operates from 7.30am to 5.30pm, Monday to Friday, during term time. The childminder holds an early years qualification at level 3. She works with an assistant. The childminder offers the government-funded places for childcare.

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Inspection activities

n The childminder showed the inspector the areas used and explained how her setting is organised. n The childminder and inspector held a number of discussions during the inspection. n The childminder showed the inspector relevant documentation. n The inspector observed interactions between children and adults. n The inspector observed play and activities, both inside and outside. n Parents shared their views of the setting with the inspector.

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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.

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Inspection activities

2 September 2025 2 September 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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