King, Robert

King, Robert

Unique reference number (URN): EY558605 Address: 56 Whisperwood Drive, Woodfield Plantation, Doncaster, Yorkshire, DN4 8SA Type: Childminder Registered with Ofsted: 30/07/2018 Registers: EYR, CCR, VCR Registered person: King, Robert Charles

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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 Expected standard

Children achieve appropriately in all areas of their learning and development. They make progress from their starting points and are supported by the childminder to meet their developmental milestones. Older children put on their own shoes and coats. They can hold a pencil to make meaningful marks and confidently express themselves to adults. Children proudly point out their names on the wall, showing their understanding. Children with barriers to learning are supported to make progress appropriate to the next stage of their development. Children can communicate confidently with their peers and adults. All children make progress, securing a good foundation for them to build on through their education. The childminder supports children so that they are ready for their transition to school.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well, they know what is expected of them, and they follow routines well. Children show empathy by giving cuddles to dolls and noticing when other children are upset. The childminder sets high expectations and is a positive role model, using good manners and encouraging children to do the same. The childminder understands each child's individual needs and circumstances and notices if children need to regulate their emotions. Children play together as they take turns doing jigsaws, for instance. They share toys with their friends and help to tidy away after activities. This shows a sound understanding of routine and that they are learning to take pride in their environment. The childminder asks questions to extend learning and supports speaking and listening skills. Children are confident to approach visitors and engage in conversation about their play. The childminder understands the importance of punctuality and attendance, and this is shared

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Curriculum and teaching Expected standard

There is a well-sequenced curriculum in place, and all children make progress. The childminder makes regular assessments to assess each child's stage of development. He knows children well and has next steps in place with an understanding of how to support children to reach them. The childminder has a focus on promoting speech and language skills and getting children ready for school. He supports children's independence by encouraging them to put on their own shoes and coats before going outside, and encouraging older children to drink from open cups. The childminder is patient and encourages children to try if they find something difficult. For example, he encourages children to have a go and keep trying when they wrap wire around small wooden Christmas trees. The childminder demonstrates and encourages children. Children demonstrate resilience and positive attitudes.

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Curriculum and teaching Expected standard

The childminder introduces mathematical language and concepts to support children's early understanding. Children enjoy playing games together, such as taking turns at matching games. This supports children's social development as they learn about pairs and sequences and build conversational skills. The childminder works hard to reduce barriers to

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Needs attention

learning for those children who need additional support. He understands their cues and responds appropriately.

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Children's welfare and wellbeing Needs attention

Practice around mealtimes and children's personal care is not always sufficiently consistent to promote children's welfare and wellbeing. For instance, the childminder does not always help children to wash their hands effectively and to understand why this is important. Children are not always given adequate privacy during personal care routines to promote dignity. The childminder has an understanding of managing risks to children's' welfare. However, these are not always identified effectively or managed sufficiently well to promote children's wellbeing.

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Children's welfare and wellbeing Needs attention

The childminder provides a bright and welcoming environment where children enjoy play and social activities and have access to outdoor learning. Children are happy and build secure attachments with the childminder, which promotes their emotional wellbeing. Children are taught to take manageable risks as they climb and balance in the garden. The childminder supports children to understand and manage their emotions by discussing the importance of sharing, turn taking and being mindful of other children's feelings.

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Inclusion Needs attention

The childminder is unclear on the process to make referrals using the local partnership strategies. This affects the timeliness of sourcing additional support for children's progress and transitions on to the next stage of their learning. However, the childminder is passionate about supporting children with barriers to their learning. He identifies children who require extra support and makes adaptations to reduce barriers to support their progress. He provides families with advice and directs them to other services for support. The childminder has high expectations for all children.

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Inclusion Needs attention

The childminder builds positive relationships with parents and carers and children. However, he does not always do the same with other professionals working with children. This means that he does not gain a holistic view of children who attend other settings or have health professionals involved in their care, for example. The childminder understands the importance of completing relevant training to allow him to support children's needs. The childminder recognises the need to use any extra funding received to support individual children's needs.

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Leadership and governance Needs attention

The childminder does not always identify and focus on key areas for development. The childminder does not always engage with other professionals in a way that supports children's development and care. For example, the childminder does not liaise with other professionals who share care of children, or health visitors where children have ongoing health issues. Children with barriers to learning are well supported within the childminder's home. However, local partnership strategies are not always followed to ensure the best support.

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Leadership and governance Needs attention

The childminder understands the importance of professional development and keeps all of his mandatory training current. He builds positive relationships with parents and carers and offers appropriate support where needed. He works in partnership with parents to understand children's starting points and shares children's development and next steps so they can work together to support children to reach their goals.

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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

The childminder is passionate about giving children with special educational needs and/or disabilities the best opportunities to flourish and feel valued. However, he is unclear about the steps to take to make referrals using the local partnership strategies. This means that he does not always draw on and implement specialist guidance. The childminder does not always liaise with other professionals involved in children's care and learning. This does not support the childminder to gain a holistic view of children's needs. Children are happy and confident. However, practices do not always ensure that children's wellbeing is well promoted. The childminder understands the importance of promoting children's welfare and has the capacity to make changes to support this, which minimises any negative impact on children. He understands the importance of professional development and ensures that all mandatory training is current. However, he does not always effectively evaluate his practice

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

and therefore does not focus on key areas for development.

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

Children are happy in the childminder's home, where he provides a warm and friendly atmosphere. The welcoming environment helps children to feel comfortable, promoting a sense of security and belonging. In the nurturing environment, children demonstrate confidence as they explore a wide range of resources. Children build positive relationships with their peers and the childminder. The childminder carefully plans a well-structured curriculum focused on preparing children for the transition to school. Children independently put on their own coats and shoes in preparation for exploring the falling snow outside. They confidently hold a pencil to colour pictures of dinosaurs, excitedly naming them. The childminder's thoughtful approach ensures all children make progress from their individual starting points, building a foundation for their future learning. The childminder understands the importance of punctuality and attendance and has good communication with parents to

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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mealtimes

provide children with privacy during intimate-care routines 30/01/2026

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Address:

56 Whisperwood Drive Woodfield Plantation Doncaster Yorkshire DN4 8SA

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About this inspection

The inspector spoke with the childminder 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.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

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

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