Childminder EY539360

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

The childminder creates a highly stimulating environment for children to explore. This motivates children to engage in age-appropriate activities that challenge their learning. Children benefit from lots of opportunities to care for animals. They express delight when they hear the guinea pigs chattering away.

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The provision is good

The childminder forms good relationships with parents, who say they are very happy with the care their children receive. She encourages parents to bring their children for settling-in visits before they start. This helps children to make a smooth move to her setting and they settle with ease. They form close relationships with her and this helps them to feel safe and secure. Children readily go to her for cuddles when they are tired or upset.

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The provision is good

The childminder has high expectations for children's learning and development. She offers lots of praise and encouragement as children learn new skills. The childminder nurtures children's independence and perseverance and celebrates their achievements when they are successful. Children show confidence in social situations. For instance, babies giggle as they play peekaboo with visitors.

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The provision is good

Children benefit from regular outings in the community which help to broaden their experiences. For example, they attend forest school sessions and toy library groups. On occasions, they visit the 'young at heart' group where they have opportunities to meet other people and develop new skills. The childminder meets up with another childminder and her children for joint activities.

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need to do better?

n Children are motivated and enthusiastic learners and enjoy their time with the childminder. They develop the skills needed for the next stage in their learning and to be ready for school. Children are interested in technology. They show their developing coordination skills as they move covers and press buttons on electronic toys. The childminder helps children to recognise risks and begin to manage their own safety. For example, children learn to manage stairs safely as they climb the steps to the tree house. n The childminder is calm and reassuring. Behaviour is managed well. The childminder helps children to gain a good understanding of how to be independent. She encourages them to try to put their shoes on ready to go out. Children are supported to learn how to keep themselves healthy as they confidently wash their hands before eating. n The childminder knows the children and their families well. She gathers detailed

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need to do better?

information from parents about their children's skills and needs before they start. The childminder knows individual children's interests and care routines

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need to do better?

14 October 2019 well. She makes regular assessments of children's play and achievements and shares these with their parents. Parents value the regular updates she provides about their children's progress, to keep them informed of their children's key achievements. n The childminder joins in children's play and supports them to communicate confidently. All children develop good listening skills which help their understanding, and they enjoy copying and learning new words. Babies bounce up and down and squeal with joy as they excitedly join in singing songs. Older children readily copy the actions to their favourite songs, such as 'Wind the bobbin up'. n The childminder is enthusiastic in her teaching. She provides children with high- quality education through a well-designed curriculum. The childminder plans rich and varied learning experiences that help prepare them for their future achievements. However, she recognises that she does not consistently use all

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need to do better?

opportunities to extend children's learning about people and communities beyond their own experiences. n The childminder has formed good links with the local school and shares information about the children's progress to aid smooth transitions for those children moving on to school. n The childminder has a strong drive to consistently develop her practice. She frequently reflects on the quality of her provision and plans for future improvements. However, these are not always targeted at the quality of teaching, and the support she gives children is not yet at the highest possible level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how to keep children safe. She has a secure understanding of the possible signs of abuse and who to contact if there are any concerns about children's welfare. The childminder has suitable procedures in place and attends training to make sure her knowledge is up to date. She understands how to recognise children who may be at risk, for example from extreme behaviours and views. The childminder identifies and minimises any potential risks to children's safety through daily assessments of risk.

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should:

n extend opportunities for children to learn about different people and communities beyond their own experiences n strengthen the monitoring and evaluation of the provision to identify how to raise the teaching skills and knowledge to a higher level.

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Setting details

Unique reference number EY539360 Local authority Derbyshire Inspection number 10085170 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 11 Total number of places 6 Number of children on roll 16 Date of previous inspection 8 November 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Belper, Derbyshire. She operates all year round from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the childminder completed a learning walk around the setting to have an understanding of how the early years provision and the curriculum are organised. n The inspector spoke with the childminder at appropriate times. n The inspector observed children's play and the childminder's interaction during activities. n The inspector took account of parents' views through their written comments. n The inspector discussed the childminder's self-evaluation processes and plans for improvement.

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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

14 October 2019 14 October 2019 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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