Calladine, Maria

Calladine, Maria

Unique reference number (URN): EY438372 Address: 40 Riverhead, Sprotbrough, Doncaster, DN5 7QR Type: Childminder Registered with Ofsted: 25/11/2011 Registers: EYR, CCR, VCR Registered person: Calladine, Maria

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make consistently strong progress from their starting points and show high levels of engagement, curiosity and perseverance in their play and learning. The childminder has a sharp focus on developing children's communication and language. They model rich vocabulary, engage children in meaningful conversations and skilfully extend children's speaking and listening. As a result, children become confident communicators, who express their ideas clearly.

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Achievement Strong standard

The childminder knows children extremely well and uses assessment precisely to plan a highly ambitious curriculum. Disadvantaged children, those with special educational needs and/or disabilities and children known or previously known to social care make particularly strong progress. Targeted support and close partnership working help to reduce gaps quickly. Children facing barriers to learning receive timely, tailored support that builds on what they know and can do.

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Achievement Strong standard

Children develop high levels of independence, confidence and self-care. They sustain concentration, show pride in their achievements and demonstrate very positive attitudes to learning. They are very well prepared for their next stage of education.

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Behaviour, attitudes and establishing routines Strong standard

Embedded, well-established routines support children to develop healthy habits, independence and emotional wellbeing. The childminder sets clear and consistent expectations for behaviour, which are commonly understood by children and reinforced through modelling and positive praise. As a result, children regulate their behaviour well and make consistently healthy choices. They independently initiate handwashing on entering and confidently choose healthy snacks.

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Behaviour, attitudes and establishing routines Strong standard

Warm, respectful relationships between the childminder and children create a secure environment, where children feel valued. The childminder knows the children well and responds sensitively to their needs. Children are eager to learn, interact confidently and initiate their own ideas and conversations.

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Behaviour, attitudes and establishing routines Strong standard

Children are supported to take turns, share and consider others' feelings. They collaborate well, play cooperatively and build positive friendships. The childminder's enthusiasm keeps children engaged and supports positive attitudes to learning.

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Behaviour, attitudes and establishing routines Strong standard

Support is tailored to children's age, stage and individual circumstances. Expectations are realistic and adapted so all children can succeed. The childminder promotes punctuality and good attendance, and parents understand its importance, helping children to settle quickly and benefit from the high-quality provision.

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Children's welfare and wellbeing Strong standard

The childminder knows the children and their families very well, she has created a warm, homely setting, where children are confident and enthusiastic learners. The robust settling-in process ensures that children feel safe and secure in the childminder's care. The childminder adapts routines, activities and the environment to ensure she meets individual children's needs.

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Children's welfare and wellbeing Strong standard

The childminder has secure relationships with parents, she works alongside them to design and implement support strategies to use, both in the setting and at home. This consistency helps children to feel secure and supported.

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Children's welfare and wellbeing Strong standard

Children are supported to develop self-help and hygiene skills. They brush their teeth daily and talk about healthy foods. Children learn important communication skills to ensure that they can communicate their needs.

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Children's welfare and wellbeing Strong standard

Children feel secure with the childminder, they approach her for guidance throughout the day. The childminder talks to children about their emotions, they read stories about emotions to support their knowledge and understanding in this area.

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Curriculum and teaching Strong standard

The childminder plans a highly ambitious curriculum that focuses precisely on children becoming sociable and independent learners. Her teaching skilfully supports children's communication, language and mathematical learning, which are consistently promoted through the daily routines. The childminder gathers initial highly useful information from parents before children start about children's personal routines, interests, likes and dislikes and development. She uses this information to deliver her highly effective curriculum and to ensure all children thrive.

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Curriculum and teaching Strong standard

The emphasis on communication and language in the curriculum ensures that children develop important social and mathematical skills while playing. The childminder integrates counting and colour recognition into role play. Children enjoy counting the items and finding the colours, this reinforces their understanding of both.

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Curriculum and teaching Strong standard

Children are introduced to new vocabulary throughout the day, which supports their growing confidence in expressing themselves and engaging in conversations. The childminder responds attentively to children's interests, adapting activities to extend their learning and encourage curiosity. As a result, children are motivated, engaged learners, who make excellent progress from their starting points.

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Curriculum and teaching Strong standard

The childminder's clear understanding of how young children learn, alongside well-planned interactions and experiences, ensures that all children are well supported to develop the skills they need for the next stage in their education.

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Inclusion Strong standard

The childminder adapts the environment and practice to meet the individual needs of all children, including those with special educational needs and/or disabilities (SEND).The childminder implements effective strategies to support children and families with English as an additional language, ensuring that they feel valued and make good progress from their starting points. This also supports children to celebrate their uniqueness. Children are encouraged talk about their families and what makes them unique. The childminder includes these unique characteristics in her curriculum and planning and ensures that all children feel valued and celebrated.

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Inclusion Strong standard

Assessments are used to identify any areas, where additional support may be required and effective strategies are promptly put in place. The childminder engages with families and other professionals to support children's individual needs and ensure that all children, including those with SEND, continue to thrive.

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Inclusion Strong standard

The childminder demonstrates a clear understanding of how to use funding effectively to enhance children's learning and development. They allocate funding thoughtfully to resources, experiences and targeted support that meet the individual needs and interests of children, ensuring it has a positive impact on outcomes.

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Leadership and governance Strong standard

The childminder understands the context of the local area and takes this into consideration when developing her curriculum. She has a clear vision for her provision and is committed to continuously providing high-quality care and education. The childminder regularly evaluates her practice, seeking feedback from parents and reflecting on children's experiences to identify areas for development. This helps to ensure that the provision remains responsive to the needs of children and families.

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Leadership and governance Strong standard

The childminder works alongside other childminders, local schools and the local authority to develop her and share her knowledge and practice. For example, the childminder ensures that she uses strategies in line with the local primary school, to ensure a smoother transition for children who are moving on to reception.

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Leadership and governance Strong standard

Safeguarding is given high priority. The childminder has a secure understanding of her responsibilities and keeps her knowledge up to date through regular training. Policies and procedures are well maintained and effectively implemented, ensuring children's safety and wellbeing at all times.

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Leadership and governance Strong standard

Partnership with parents is a central focus of the childminder's setting. Parents speak incredibly highly of the childminder. They are confident in the quality of care their children receive and praise the efforts and communication from the childminder.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children happily enter the calm, homely setting, where they feel exceptionally safe, secure and ready to learn. They thrive because they have a deep sense of belonging and form close, trusting relationships with the childminder. She places high value on the whole family and works in genuine partnership with parents to shape aspects of the curriculum and share learning. This highly effective collaboration supports children's progress, emotional security and regular attendance.

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Inspector:

Children confidently and independently follow well-established routines. They remove shoes and coats, wash hands and self-register without prompting, showing very secure independence and understanding of daily expectations. At mealtimes, children pour their own drinks and prepare fruit, developing practical life skills and coordination. They show kindness and consideration towards younger peers, offer help and learn to take turns and share. Children interact confidently with adults and peers, sustaining imaginative play for extended periods, such as detailed role play in the veterinary area, where they examine animals and discuss how to care for them.

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Inspector:

Communication and language are supported very effectively. Children eagerly join in familiar songs, listen attentively to stories and learn new vocabulary through meaningful interactions. The childminder gives children time to think, respond and explore, which supports sustained engagement and concentration. Children ask thoughtful questions and enjoy purposeful conversations.

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Inspector:

Regular outings in the local community, including visits to farms, museums and toddler groups, broaden children's experiences and understanding of the world. These opportunities help children develop social skills and confidence in new environments.

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Inspector:

Children benefit from an ambitious, inclusive and well-sequenced curriculum. High-quality interactions and a thoughtfully organised environment ensure children's individual needs and interests are consistently met, helping them make secure progress in their learning and development.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

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About this inspection

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. Briani Morris

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Address:

40 Riverhead, Sprotbrough Doncaster DN5 7QR

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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