Childminder EY549499

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children develop a good level of independence and a strong sense of responsibility, because the childminder has clear and high expectations of them from an early age. For example, children collect their own plate and cup, set the table, cut up their own fruit and tidy up after themselves at snack time. They do this confidently and without the need for reminders. Children learn how to stay safe. They know where to put their fingers when they use knives and how to walk carefully on slippery, wet grass.

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The provision is good

Children settle well and play happily. They are very interested in the natural world because the childminder talks to them about the wonder of nature. For example, when they are in the garden or walking to school the childminder encourages children to notice changes, such as the weather and the leaves on trees, or to listen to the sound the wind makes. Children have choice in their play. Once children have decided what they would like to do they stay with their choice of activity for prolonged periods of time. They persist with tricky tasks, such as matching puzzle pieces to their silhouette shape.

p.2

The provision is good

Children are comforted and supported by the childminder when they feel unsure of something, such as visitors to the house. With her help, their confidence emerges and they join in with play, knowing that they are safe. The childminder has a kind and caring nature.

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need to do better?

n The childminder has a good knowledge of the children in her care. She plans activities to challenge children and extend their learning. Children who prefer to play indoors are encouraged to spend some time outdoors so they can benefit from the fresh air and different play environment. The childminder uses familiar and favourite activities to do this, for example, role play is extended to include making meals in the mud kitchen in the garden. n Children develop good imaginative skills and talk animatedly about the books and puzzles they use, making up mini stories about what is happening in the pictures. Children develop a wide vocabulary. The childminder speaks to children about what they see and hear and provides an explanation about new words. n The childminder has a positive approach to motivating children and helping them to develop and use good manners. She uses a simple reward approach. Children

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need to do better?

receive a coloured spot sticker when they have done something well and they are told they are 'spot on'. For example, eating healthily earns a green spot and doing something clever, such as pouring a drink, earns a blue spot. Children wear their 'spots' with pride. n The childminder communicates well with parents and other early years settings

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need to do better?

22 November 2019 that children attend, such as nurseries. Consequently, she knows and understands children's wider experiences. She carefully takes this into account when she thinks about what she provides to support children's identified learning needs. n The childminder is keen to make sure that children are busy and engaged in play. She has a wide range of resources and responds positively to children's requests for activities, such as baking. However, at times, the childminder does not give children enough time to think about what they would like to do before she offers another choice. Children cannot always process all of the information they are hearing quickly enough to make an informed choice. n The childminder has a positive approach to her professional development. She keeps up to date with current issues in childcare and attends a range of training opportunities. As a result, she has a good insight into how children learn. In the

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need to do better?

main, she provides activities that help children to develop a deeper understanding of what they have learned. However, the childminder has not yet refined how she applies this to children's mathematical development. Children hear and see some mathematical language, however, the childminder does not always make the most of opportunities to help to embed children's understanding during their play. n Children enjoy healthy meals and snacks while at the childminder's house. The childminder helps children to understand how the different food groups help them to develop. She explains how they benefit from foods, for instance, that potatoes give them energy to play after lunch.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a sound understanding of her responsibility to protect children's welfare. She can describe the signs and symptoms that she may notice if a child is being harmed or is at risk of being harmed. The childminder has a thorough safeguarding policy which she understands and would use should she need to raise concerns about a child with other professionals, such as the children's social care team. The childminder understands that children can be put at risk through family circumstances, for example if parents or older siblings develop new friendships and begin to develop radical or extreme views.

p.3

should:

n give children more time to think when asking them questions or offering them choices about what they would like to do or where they would like to play n increase children's understanding of mathematical language through their play.

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Setting details

Unique reference number EY549499 Local authority Derbyshire Inspection number 10111187 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 7 Total number of places 4 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Newhall, Swadlincote. She operates all year round from 7am to 7pm, Monday to Friday except for bank holidays and family holidays.

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Inspection activities

n The inspector observed the childminder interacting with the children during a range of activities, both indoors and outdoors, and assessed the impact this has on children's learning. n The inspector discussed an activity with the childminder to assess her understanding of children's learning. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector viewed a range of documents, including those relating to the suitability of people living in the household. n The inspector viewed all areas of the home used for childminding.

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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

22 November 2019 22 November 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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