Childminder EY545109

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 form wonderfully close attachments to the childminder and enjoy spending time with her. They show they are happy and feel safe as they climb onto her knee and play 'tickle fights' with her. Children laugh and squeal with delight. They confidently choose what they want to play with from a good range of resources. Children are very sociable and behave well. They confidently play independently together, sharing toys and resources. Young pre-school children are just starting to be able to resolve their own conflicts. For example, when children want the same train, the older child talks it through and finds another train to share. The childminder acknowledges this and provides lots of praise. As a result, children's emotional well-being is assured.

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The provision is good

Children have very good communication and language skills. The childminder's high expectations for all children to achieve in this area are evident. Toddlers speak in sentences, ask questions and repeat new words they have heard. For example, when the childminder introduces the word 'turret' as children build a block castle, they are later heard repeating this. Furthermore, the childminder has started to introduce sign language as they play and read stories. Children proudly show off some of the signs they know to visitors.

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need to do better?

n The childminder has recently attended training and, as a result, she has changed the way she plans activities for children. She knows the children well and assesses their learning closely. The childminder uses this information to establish what children already know and what they need to learn next to support their good progress. n Children develop a positive attitude to leading a healthy lifestyle. The childminder provides children with plenty of choice, for example, she asks if they would like a banana or apple at snack time. In addition, children decide with the childminder what they will have to eat for their healthy lunch. n The childminder has established positive relationships with parents, which enables children to settle well. Parents receive regular communication about activities their children have enjoyed and achieved in. However, the childminder does not consistently find out information from parents about children's

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need to do better?

capabilities and experiences at home. n The childminder is committed to her role. She completes regular training and makes good use of networking opportunities to meet with other childminders. This enables her to share ideas for good practice and helps to motivate her as she strives for outstanding practice. n The childminder provides a variety of interesting learning experiences. She adapts her interactions to ensure that all children are appropriately challenged.

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need to do better?

12 February 2020 For example, young children enjoy the sensory experience of play dough. Older children refine their small hand muscles and control as they use plastic knives and scissors to cut their play dough. n The childminder is keen to ensure that children have stimulating opportunities to build on their current skills, to succeed in their future learning. For instance, children visit various people and places within the local community. This helps to build on children's social skills. Furthermore, children develop a good understanding of the world as they visit parks, see wildlife and experience the different seasons. n The childminder shows children how to do things and encourages them to complete tasks independently. For example, when children play with plastic blocks, she encourages them to persevere and build their tower even taller. She uses lots of mathematical language to reinforce their understanding. The

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need to do better?

childminder also introduces new information that helps children's building skills. For example, she explains the importance of having a solid base when building a tower. n Children benefit from a broad curriculum. The childminder provides a wide variety of activities and experiences in the local community. However, she does not fully develop children's awareness of diversity and culture in the wider world, to help them learn to respect and value others.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of the signs and symptoms that may indicate a child is at risk from harm. She knows how to identify and report any concerns that she may have about a child in her care. The childminder supervises children closely. Robust risk assessments are carried out on all areas of her home and garden. Furthermore, the childminder helps children to develop an understanding of safety. She talks to children about hazards in the environment and regularly practises fire drills with them. This helps to keep children safe and secure.

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should:

n find more ways of gathering information from parents about their children's capabilities and experiences at home n provide further opportunities to help children value their backgrounds and learn about other cultures and communities.

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Setting details

Unique reference number EY545109 Local authority Derbyshire Inspection number 10133783 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 2 to 8 Total number of places 6 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 Nottingham. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except 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 childminder showed the inspector around the areas of her home that are used by the children. They discussed how the childminder organises her setting and plans the experiences and opportunities on offer. n The inspector held a number of discussions with the childminder. She reviewed relevant documentation and evidence of the suitability of persons living in the household. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector took account of the views of parents from feedback provided by the childminder for the inspection. n The childminder and the inspector reflected together on a learning experience for children.

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Inspection activities

12 February 2020 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

12 February 2020 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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