Goddard, Mrs Eve

Goddard, Mrs Eve

Unique reference number (URN): 2778824 Address: 41 Louth Road, Sheffield, S11 7AU Type: Childminder Registered with Ofsted: 22/03/2024 Registers: EYR, CCR, VCR Registered person: Goddard, Mrs Eve

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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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Inclusion Strong standard

The childminder supports children to take part fully in the setting. She identifies children's needs early, including those with special educational needs and/or disabilities and those who may face other barriers to learning. She makes adaptations to the environment and routines where needed so that children feel settled, included and experience continued success.

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Inclusion Strong standard

The childminder places a clear focus on supporting children's communication and language. She models simple words and short phrases and repeats key vocabulary throughout activities. She asks questions and gives children time to respond, helping them to feel valued. Calm and responsive interactions help children to take turns, share and respond to their friends. These consistent daily experiences support children's confidence and emotional development.

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Inclusion Strong standard

The childminder uses observations to monitor children's progress. She notices emerging needs quickly and plans support to help children make progress. The childminder seeks advice from external professionals when needed. As a result, children feel valued and secure. They build confidence and develop the skills they need for future learning and participation in all learning experiences.

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Achievement Expected standard

Older children confidently express themselves and use their rapidly developing vocabulary as they engage in purposeful, lively conversations with the childminder and peers. Mathematical language is used consistently which help children to understand mathematical concepts. Children have an excellent understanding of shape and they confidently name pentagon's, hexagons and rhombus. They are also beginning to tell the time.

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Achievement Expected standard

Outdoors, children explore a range of activities where they have the opportunity to improve their physical development by climbing, sliding and rocking on sea-saws. Children learn the names of different flowers and trees on walks and point out letters on street signs. All children including those with special educational needs and/or disabilities and those who may face other barriers to learning make good progress from their starting points across all areas of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children are happy and settled. This indicates there are effective emotional bonds and positive relationships with the childminder. Parents appreciate the support that both they and the child receive. The childminder holds high expectations for children's behaviour and consistently models and reinforces good manners. For instance, when she offers a snack, she asks, 'what do we need to say now?'. The use and understanding of 'please' and 'thank you' is clearly embedded in the children's daily routine. This helps children learn how to treat others with respect and kindness.

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Behaviour, attitudes and establishing routines Expected standard

Children play cooperatively with their friends and are learning to share and take turns. The childminder consistently reinforces this during activities, such as taking turns finding a shape which is buried in a tub of lentils. She tells the children, 'it will be your turn next'. The childminder is enthusiastic about children's achievements. This helps children to feel valued and show consideration for others.

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Behaviour, attitudes and establishing routines Expected standard

Children are familiar with general daily routine. However, some parts of the day are not as organised as others. Children sit for long periods at snack time while they wait for others to wash their hands and join them. Loud music is played during snack time and children are encouraged to get up and dance before sitting back down to finish their snack. This does not support children's executive function skills or help to prepare them for what will be expected as they transition to school.

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Curriculum and teaching Expected standard

The childminder sets out a clear vision for children's learning and development. Her curriculum includes all areas of learning, however activities are not always adapted to meet the needs of younger children. The childminder prioritises children's communication and language development, interacting with them throughout the day by commenting on their activities, introducing new vocabulary and posing questions. She encourages children to speak clearly and allows them time to think and respond. Children eagerly share their learning and attempt to use words such as 'palaeontologist' when they talk excitedly about fossils, and metamorphosis as they discuss caterpillars turning into butterflies.

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Curriculum and teaching Expected standard

The childminder's teaching is also effective at promoting children's mathematical development. She uses resources throughout the environment to encourage children to count, identify numbers and recognise shapes and colours. Children are provided with a wealth of opportunities to learn about the world around them. Walks are treated as an opportunity to investigate trees, flowers and insects, learn about road safety and identify letters and numbers on signs.

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Curriculum and teaching Expected standard

Children are encouraged to be independent. Older children use the toilet independently and wash and dry their own hands. Children put on their own shoes and coats before going outside and even the youngest children are encouraged to drink from open top cups.

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Leadership and governance Expected standard

The childminder promotes positive and supportive partnerships with parents and takes time getting to know the whole family. She establishes professional working relationships with other early years and healthcare professionals involved with children to ensure that children receive a consistent approach and the best possible start in life. This includes working closely with relevant agencies when needed to support children with special educational needs and/or disabilities.

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Needs attention

The childminder forges links with schools and nurseries to support children's smooth transition. This also ensures that she implements consistent approaches across the curriculum. She provides detailed reports that inform settings about each child's needs and current progress.

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Needs attention

The childminder is committed to continuing her professional development and undertakes many training courses to keep her knowledge and skills current. She reflects on any training attended and makes relevant changes, as appropriate. The childminder undertakes courses and applies ideas from training to better support children's learning. She regularly meets with other childminders to share ideas, best practices and offer support. This helps her plan a variety of interesting activities and enhances children's outcomes. The childminder acknowledges the need to train herself further in safer eating practices.

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Needs attention

Parents speak highly of the childminder's care and support. They are pleased with the communication they receive and the many experiences the childminder provides, including regular day trips. The childminder sends photos and keeps them informed about daily activities. Parents feel they are kept up to date with their child's progress and notified about their next steps and what they can do to support these at home.

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Children's welfare and wellbeing Needs attention

Hygiene and personal care practices do not always ensure that children's needs are fully met. While older children independently wash their hands, younger children are given food before washing their hands. The positioning of high chairs and the table means that children are not always being observed while eating and once removed from high chairs younger children are able to access food from the table without being noticed and eat while walking around. This does not always promote safer eating practices.

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Children's welfare and wellbeing Needs attention

The childminder spends time ensuring that children are fully settled. She prioritises children's emotional wellbeing and ensures that they feel safe and secure in her care. Children develop secure attachments with the childminder. The childminder knows the children well and understands and supports their unique needs. Children learn how to keep themselves safe through everyday routines as the childminder helps them identify risks. For example, when children walk in the local community, the childminder teaches them about road safety.

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Children's welfare and wellbeing Needs attention

The childminder provides children with healthy snacks and meals. She works with parents encouraging them to provide healthy packed lunches for children. Any chocolate placed in packed lunches is removed and given back at the end of the session.

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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 thrive in this warm and welcoming environment. Children clearly have a strong bond with the childminder and enjoy their time at the setting. They are entertained by fun activities that are tailored to their interests and next steps. This ensures that children feel valued and settle quickly. Children are enthusiastic learners. They enjoy spending their time exploring the activities provided in the inclusive, welcoming and cosy playroom. Children play safely both in the setting and out on excursions in the local community. However, the childminder does not always ensure that children are within sight and hearing while they are eating.

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

The childminder has high expectations for all children. There is a well-sequenced programme of learning in place. Learning opportunities help children make good progress in all areas. The childminder builds good working relationships with other professionals in order to support children to reach their full potential. Information regarding the children's progress and what they are learning is shared with parents, alongside any difficulties they are experiencing. This ensures that learning and activities are planned to maximise children's achievement. However, not all activities are adapted to meet the needs of the younger children.

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

Children's personal, social and emotional wellbeing are a priority and children develop high standards of communication skills. The childminder consistently interacts with the children in ways that encourage them to listen and join in conversations. Children confidently interact during group story time and discuss and predict what is happening. The childminder knows children well and provides tailored support to meet a wide range of needs, including those of children with special educational needs and/or disabilities (SEND), and those who face other barriers to their learning and wellbeing.

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

Children become increasingly independent. For example, children know how to prepare for outdoor play. Even the youngest children confidently and happily attempt to put on boots and coats as they learn alongside one another. Through planned outings, such as visits to parks, museums, post office and shops, children have many opportunities to socialise with others. This helps them understand the wider world other than the community in which they live.

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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 action by the assigned date:

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Action Completion Date

ensure that children are always within sight and hearing while eating. 16/07/2026

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About this inspection

The inspector spoke with the childminder, parent's 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

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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Total number of places

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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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