Childminder in Derbyshire

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 demonstrate they are safe and secure in the friendly home. They settle well, and they form secure bonds with the childminder. Children are happy, and they display good levels of confidence. For instance, they move around the play area at ease. They self-select their own toys, and they make decisions about their play and learning. Children have a positive attitude to their learning. They behave well, and they are eager to explore and to find things out. This is evident when they show delight on their faces as they find a ladybird in the garden. They use the magnifying glass to look at the ladybird and count the spots on its back, and they talk about the tiny wings. This motivates the children well, as they run off to find more bugs.

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The provision is good

The childminder sets high expectations for children, and she encourages them to be determined and resilient learners. She offers regular praise to motivate them to learn. In addition, she encourages children to solve problems when faced with a challenge. As a result, children are keen to join in and are eager to learn. For example, they maintain high levels of concentration and engagement when making their 'Father's Day' cards. They extend their learning, and they attempt to write their names inside the card, demonstrating good levels of pencil control.

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need to do better?

n The childminder is reflective in her practice and is committed to promoting the best possible outcomes for children. She welcomes the views of others, such as parents and other professionals, to help her to identify areas to improve. In addition, she makes good use of reading to keep her knowledge and practice up to date. For example, she used independent research to find ways to help encourage children to talk. n The childminder supports children's communication and language development well overall. She comments on what children are doing and asks them relevant questions to promote their thinking skills. She shares many stories with the children to grow their enthusiasm for books and to further extend their language development. However, the childminder does not introduce new words, for instance, injection, stethoscope and bandage, to help extend children's vocabulary as they play at being vets. n The childminder creates a curriculum that follows children's interests, exploration

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need to do better?

skills and play. She has a good knowledge of how children learn. She knows children well and monitors their progress, which helps her to identify gaps in their learning. She plans adult-led activities to enhance children's learning. This is evident when the childminder plays board games to help children develop their understanding of good behaviour and teaches children to take turns in their play.

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need to do better?

9 June 2021 n Children develop the skills they need for future learning. They listen attentively to stories, and they are beginning to recognise the letters in their names. The childminder provides activities that enhance children's experiences from home. For example, children plant strawberries to help them begin to understand where foods come from. In addition, children make marks on large pieces of paper to extend small-muscle skills in preparation for writing. n Partnerships with parents are effective. When children start, the childminder gathers a range of information to develop an understanding of children's individual care needs, routines and stage of development. She uses a range of methods to keep in contact with parents, including digital programmes and verbal communication. Parents describe the childminder as 'caring', and they feel well informed about their children's learning and progress. The childminder

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need to do better?

works effectively with other settings that children attend. She regularly shares information with them to enhance children's experiences and to maintain continuity in their learning. n The childminder supports children to develop their own independence and promotes their self-care skills well. Children manage and attend to their own personal needs. For example, at snack time, they wash and dry their own hands and select their own fruit. The childminder is a positive role model for behaviour. Children are familiar with daily routines, and they respond well to the childminder's requests. For example, they eagerly help her to tidy away the toys when they have finished playing.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of safeguarding and child protection procedures. She can clearly identify the signs which may indicate that a child is at risk of harm. The childminder has a clear understanding of wider safeguarding issues, such as 'Prevent' duty. She knows the procedure to follow and the professionals to contact if she has concerns. Children practise fire evacuations with the childminder, so they know what to do in an emergency. The childminder ensures her first-aid qualification is kept up to date, and she understands she must ensure required suitability checks are completed for all adults living in the home.

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should:

n provide more opportunities to introduce new words into children's play to help expand their speaking skills and increase their vocabulary.

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Setting details

Unique reference number EY560097 Local authority Derbyshire Inspection number 10190348 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Stanley Common, Derbyshire. She holds an early years qualification at level 3 and is a qualified teacher. The childminder operates all year round from 7.30am to 6pm, on Wednesdays and Fridays, except for bank holidays, the week at Christmas and family holidays. The childminder provides funded early education for three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The inspector completed a learning walk of the play areas, and she discussed with the childminder how she organises and implements her curriculum. The inspector invited the childminder to participate in a joint observation. She considered the quality of teaching during activities and the impact this had on children's learning. n The inspector spoke with the childminder and the children at appropriate times throughout the inspection. She observed interactions between the childminder and the children, and considered the impact these have on children's learning. n The inspector reviewed relevant documentation, including the childminder's paediatric first-aid qualification and evidence of the suitability of the childminder

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Inspection activities

and of household members. n The inspector spoke with parents on the telephone, and took account of the views . n The inspector had a discussion with the childminder about her training and how she evaluates her practice. The inspector and the childminder discussed the childminder's future plans.

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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

9 June 2021 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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