Childminder in Derby

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 thrive in the warm and welcoming environment the childminder has created. They build close attachments with the kind and caring childminder. Children are confident, relaxed and move around the home deciding what they want to play with. They demonstrate that they feel safe and secure. They often go to the childminder for cuddles of reassurance.

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The provision is good

Children receive plenty of meaningful praise and they behave well. They play alongside each other, share and take turns using the toys. Children show a positive attitude to their learning. They are eager to tell the childminder what they know. For example, older children explain how magnets work and 'catch all the counters'. Younger children talk about the textures of the oats being 'soft'. They show great muscle control as they scoop up the oats and let them run through their fingers.

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The provision is good

Children benefit from a broad range of activities which are based on their needs and interests. Children are inspired and well motivated to learn. This is evident as they explore paint. Children show excitement as they use their fingers and hands to smear the paint. They handle tools such as a potato masher well and make patterns, which demonstrates their creativity.

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need to do better?

n The childminder has carefully thought about her curriculum and what she wants children to learn. She incorporates the next steps for their learning into her planning. She observes children while they play and has identified the need to develop children's exploration skills further. The childminder ensures that children learn essential core skills that will help them to prepare for later learning. However, at times, the assistant does not focus precisely enough on what it is the childminder wants individual children to learn from planned activities. n The childminder supports children's communication and language skills effectively. She holds conversations with the children and encourages them to think. For example, older children relish in telling the childminder all about the monster they have drawn. The childminder asks children relevant questions, which results in them telling her the monster's name. For instance, his name is

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need to do better?

'Larry'. They say the monster is nasty and that he he likes to eat carrots and slug pie. The childminder repeats words for the younger children so that they can pronounce them correctly, such as 'banana' instead of 'nana'. n The childminder understands the benefits of working closely with parents and develops good relationships with them. She keeps in regular contact with parents throughout the day and shares photos and observations of children's activities. Parents are complimentary about the childminder and the service she

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need to do better?

6 July 2021 provides. They feel she keeps them up to date with their child's progress. n The childminder promotes children's good health and physical well-being. For example, children have daily opportunities for exercise and fresh air. They go on bus journeys and regular local walks. These experiences help children to learn about the world around them and road safety. n The childminder understands how to manage children's behaviour appropriately and how to support children to develop respect for others who are different to themselves. For example, children learn about other beliefs and celebrations through activities and discussion. n The childminder helps to build children's independence in their personal hygiene and self-care routines. She gives clear explanations to help children understand why and when to wash their hands. She encourages them to take on small tasks, such as helping to tidy away their toys, which children are keen to do

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need to do better?

themselves. n The childminder provides a good range of experiences to support children's literacy skills. Children practise making marks, enjoy listening to stories and look at books independently. Older children learn to write their name and are proud of their achievement. n The childminder encourages children to concentrate and to persist at their chosen tasks, which helps to support their future learning. She promotes children's early mathematical skills in daily activities. For example, children count out toys and group them together. They correctly compare containers of oats and describe them as 'full' and 'empty'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a comprehensive knowledge of safeguarding and child protection procedures. They regularly attend safeguarding training and keep up to date with recent issues. They are confident of the procedures to follow should they have any concerns about a child's welfare. Training on wider safeguarding issues enables them to safeguard children from extreme views and behaviours. The childminder ensures that her assistant is suitable to work with children. The childminder checks her home on a daily basis to ensure that it remains safe and secure for children to play in.

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should:

n support the assistant to refine her practice and focus more rigorously on what the childminder wants individual children to learn during planned activities so that each child makes maximum progress in their learning.

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Setting details

Unique reference number EY552102 Local authority Derby Inspection number 10174111 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 12 Number of children on roll 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Oakwood, Derbyshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays, the week at Christmas and family holidays. The childminder works with an assistant daily and provides funded early education for two-, three- and four-year-old children. She holds an early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder 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 their evaluation of the setting. n The inspector spoke with the childminder, her assistant and the children at appropriate times throughout the inspection. She observed interactions between the adults and the children and considered the impact these have on children's learning. n The inspector had a learning walk of the childminder's home and discussed how she organises and implements her curriculum. n The inspector and the childminder took part in a joint observation. The inspector considered the quality of education during activities and the impact this has on children's learning. n The inspector took account of the views of parents through talking to them by telephone. n The inspector had a discussion with the childminder about her training and how

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Inspection activities

she evaluates her practice. The childminder discussed her future plans with the inspector. n The inspector reviewed relevant documentation, including the childminder's paediatric first-aid qualification and evidence of the suitability of the childminder and other household members.

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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

6 July 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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