Childminder EY476524

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 warmly welcomed into this calm and homely setting. They take off their shoes and coats and get ready for breakfast. Children are respected and trusted. Children feel valued and develop a sense of belonging. The childminder has created a peaceful and calm environment with few distractions. She is attentive and sits among children as they play and learn so that they feel safe and confident. As a result, children are deeply engaged in their play and learning. The childminder helps children to develop language through song. Children snuggle up to listen, they copy the flow of words and actions as they sing. Children gleefully call out, 'again.'

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The provision is good

Developing communication and language is a particular strength of the childminders practice. Children know the childminder well and feel confident and important. Interactions are genuine and playful. The childminder is tuned in to children's language, she understands what they say and repeats back key words so that they know they are heard and hear the correct pronunciation.

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The provision is good

The childminder promotes a joy of books and reading. Children choose favourite books to read alone. They ask the childminder to read out loud, they concentrate, turn pages and listen intently as she reads and asks questions. Children find animals hidden in the pictures, learn to point and count and excitedly join in with familiar lines.

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need to do better?

n The curriculum focuses on developing children's independence and being ready for school. The childminder learns about children by spending time with them. She follows children's interests and creates next steps in learning for each child. n The childminder provides activities that interest children. As a result, children play for prolonged periods of time and develop a wide range of skills. For example, they cut with scissors, count on fingers, and manipulate dough. Children engage well in their learning. n Children skilfully use equipment as they pretend to be hair stylists. They are polite and kind, they take turns and complement each other saying, 'you look beautiful.' Children develop close relationships. n The childminder promotes healthy lifestyles. Children play outside each day, go for walks and enjoy wholesome meals. Children sit together at the table so that mealtimes are important sociable events. The childminder is diligent and shares

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need to do better?

information with parents to further strengthen children's learning and support healthy lifestyles at home. n The childminder effectively supports children to develop independence through everyday tasks. Children wash their hands and learn to put on shoes. However,

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need to do better?

9 September 2025 occasionally, the childminder does things for children that they could do for themselves. For example, she invites children to wipe their faces and helps them before they have had the opportunity to do it themselves. n Children explore the local community. For example, they attend a playgroup and visit local parks and the supermarket. The childminder uses these experiences to help children to develop social skills, promote well-being and learn about their community. The childminder shares resources and books that represent people of different ethnicities and families. However, children have fewer opportunities to explore diversity and the similarities and differences beyond their own community. n The childminder evaluates her practice. She recognises strengths and areas to develop. For example, she undertakes training to improve her knowledge and to support children with special educational needs and/or disabilities (SEND). This

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need to do better?

helps the childminder to build upon her knowledge and skills over time. n The childminder has developed connections with other professionals for guidance and to support children with SEND. She networks with other childminders to share good practice and so that children can extend their social skills and physical play. The childminder has developed a good relationship with the local school and shares information to inform transitions. n The childminder has developed close partnerships with parents. She arranges settling visits to meet the needs of families. This helps children to settle well. The childminder shares information in daily conversations an on an online app. Parents speak very highly about the progress their children are making with the childminder. They say that she has a positive impact on children's social and emotional development as well as language and communication.

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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 extend opportunities for children to develop their independence even further during everyday tasks n explore ways to develop children's awareness of diversity to help support their understanding of diversity in the wider world.

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Setting details

Unique reference number EY476524 Local authority Doncaster Inspection number 10407571 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 13 January 2020

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Information about this early years setting

The childminder registered in 2014 and lives in Mexborough. She operates all year round from 7.30am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an early years childcare qualification at level 3. 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 inspector observed interactions between children and adults. n The inspector observed the childminder and children in small group activities playing, reading and singing. 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

9 September 2025 9 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

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

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