Childminder EY548232

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 thoroughly enjoy their time with the childminder. They form very strong attachments to her in a short space of time. The childminder is calm, attentive and highly responsive to every child's individual needs. Children show that they feel safe and secure in her care. When children get upset, they look to the childminder to provide physical comfort. When children are new to the setting, they cuddle into the childminder for comfort with ease. Children fall asleep as the childminder strokes their face.

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The provision is good

There is a strong ethos throughout the setting of a respectful and nurturing environment. From a young age, the childminder helps children effectively to develop positive attitudes to learning. She talks to them about turn-taking. When children are upset, the childminder talks to them about their feelings and why they might feel like that. She teaches them to develop the skills to self-regulate.

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The provision is good

The childminder implements a child-led curriculum. Children are encouraged to choose their own activities and learn at their own pace. The childminder guides them in their play. For example, from a young age, children complete shape sorters and build with blocks. During play, the childminder introduces children to early numbers, colours, shapes and sizes. Children are curious and manipulate objects as they learn. When children access resources in a sealed bag, the childminder uses this opportunity to develop their independence. She places the bag of resources in front of the babies, providing encouragement to unzip it. Babies persevere and learn how to use a zip.

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need to do better?

n The childminder consistently engages in communication with children. She embeds early language during play. For instance, when children explore soft animals, the childminder talks about the 'owl', 'rabbit' and 'squirrel'. The childminder shares a book with the children, pointing out the animals to reinforce their knowledge. However, on occasion, the childminder can introduce too much language. This reduces children's learning opportunities. They do not have time to embed their knowledge before being introduced to more learning. That said, children are deeply engaged in their learning. n Children have exciting opportunities to learn about the world around them. For example, the childminder takes children to the forest where they collect natural resources and learn about nature. Children enjoy learning about insects and their habitat. For instance, the childminder takes children on a butterfly hunt where they develop their observational skills. The childminder introduces

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need to do better?

children to ice cubes. She teaches them how ice melts and turns into water as they excitedly explore it. Children show curiosity in their play.

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need to do better?

5 September 2025 n Children are provided with lots of opportunities to develop their small- and large- muscle skills. For instance, the childminder places objects away from babies. Babies are curious and pull themselves up to explore. They develop their core strength. Children are encouraged to use their fingers and hands to make marks and patterns in shaving foam. The childminder teaches children how to throw and catch a ball. The childminder takes children to the park, where they learn about risk as they use large play equipment. n Children enjoy exploring musical instruments. The childminder teaches them about fast and slow. Babies excitedly track the childminder when she sings songs and rhymes. They smile with enjoyment. The childminder is skilled in capturing children's interest. Children show intense concentration for long periods. n The childminder completes thorough observations and timely assessments, and

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need to do better?

she tracks all children's development. This ensures the next steps are unique to each child and build on what they already know. The childminder has good knowledge of the early identification of children's needs. This ensures all children with special educational needs and/or disabilities are supported fully. All children make good progress from their starting points. n The childminder shares information at drop-off and collection and through termly reviews, an online messaging service, podcasts and children's individual journals. Parents are supported to continue their child's learning at home with clear next steps and ideas. Information is provided on how to keep their child safe in the home, the community and online. Parents report the childminder is part of the family. The childminder provides a whole-family approach. n The childminder is driven to improve her practice and outcomes for the children

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need to do better?

in her care. Continuous professional development is extremely important to the childminder. The childminder uses her newfound knowledge and reflection to make changes and drive improvement.

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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 provide children with more time to process language and learning by embedding their knowledge before moving on.

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Setting details

Unique reference number EY548232 Local authority Sheffield Inspection number 10398441 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 5 Number of children on roll 8 Date of previous inspection 22 October 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Sheffield. She holds an appropriate childminding certificate. The childminder operates all year round from 8am to 6pm, Monday to Friday. She provides early education for funded children.

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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 she organises the early years provision, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided indoors and assessed the impact on children's learning. n Parents shared their views of the setting and staff with the inspector. n Children communicated with the inspector during the inspection. n The childminder and the inspector carried out a joint observation during indoor play.

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Inspection activities

5 September 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

5 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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