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 enjoy their time with the childminder and respond warmly to her and to the welcoming environment. Children move around the home, choosing what to play with confidently. They snuggle close to the childminder and often go for cuddles for reassurance. Children listen and concentrate as the childminder reads interesting stories about a farm. They recognise the farm animals and learn to say the sounds the animals make. New babies begin to settle really well and become familiar with their surroundings.

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The provision is good

Children have a very keen attitude towards their learning and behave well. They are motivated and join in with the activities the childminder has planned. Children have high levels of physical development for their age and use their small-muscle skills effectively. Children are enthused by exploring cornflakes and thoroughly enjoy crunching them in their hands. They giggle as the flakes fall back onto the tray and they scoop the flakes up using a spoon. Children relish playing with the cereal and make crunching noises by banging the spoon and cornflakes together. They fill up the containers and laugh as they tip the flakes out all over the tray and floor. Children learn new words, such as 'crunch', to extend their vocabulary and develop their very early mathematics, as they fill and empty the containers.

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need to do better?

n The childminder assesses children effectively. She identifies their next steps in their learning. She provides a balance of opportunities. Her curriculum encourages children to explore and investigate. She plans activities to enhance children's learning, such as the cornflake play. n Overall, the childminder promotes children's communication and language skills well. She enthusiastically sings rhymes. She gives babies and young children narratives so they can hear spoken language. She repeats words, such as animal names, to help extend children's understanding. However, the childminder does not consistently model grammatically correct words. For example, she says 'buzz buzz' instead of bee. This means children do not hear the correct pronunciation of words to help develop their spoken language. n The childminder provides children with the opportunity to develop their physical skills. Children climb up and down the slide skilfully. They use their hand-eye

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need to do better?

coordination. They put bangles on their wrists and have great fun as the bangles make noises. Babies hold rattles and shake them thoroughly, enjoying the sound they make. n Partnerships with parents are good. The childminder informs them of any changes. She keeps them up to date with children's learning. The childminder uses a computerised programme. She sends parents photographs and observations of what their children have been doing. Parents comment on these

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need to do better?

22 July 2021 and say they are happy with the learning their children achieve. n The childminder gathers good information about children and their family lives. This helps her to understand the experiences they have before they come to her. She uses this information to build on the experiences from home. For example, she takes children to toddler groups. This helps children to interact with other children, to extend their social skills. n The childminder models behaviour well. She sets clear, age-appropriate boundaries for the children. Younger children follow the rules, such as not playing on the trampoline. They share and take turns. This is evident as children take turns to post the counters into the toy box. n The promotion of healthy lifestyles is evident. Children wash their hands with support throughout the day. They eat healthy food and drink milk. The childminder takes children outside daily so they can enjoy the fresh air. She

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need to do better?

helps to develop their physical well-being by taking them to the park. Here they can learn to take risks as they use larger equipment. n The childminder promotes children's independence to help them prepare for the future. Children choose what toys they want to play with and decide whether they play inside or outside. Also, the childminder takes children on walks in the environment. This helps children learn about the world around them and road safety. n The childminder is a reflective practitioner. She updates her knowledge by completing training courses online. She reads articles and considers how she can improve her practice. For example, introducing natural items into her provision to help develop children's curiosity.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has good knowledge about child protection matters. She understands how to identify any concerns about children's welfare. The childminder understands how to report these to the appropriate agencies. Additionally, she knows the procedure of how to report an allegation against herself. She keeps her knowledge of safeguarding up to date. She understands the wider safeguarding concerns. For example, the 'Prevent' duty to help her protect children from extreme views. The childminder keeps policies and procedures. These help her to refer concerns without delay. She checks the home to remove any hazards to ensure the home is safe for the children.

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should:

n pronounce words correctly to help improve young children's spoken language.

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Setting details

Unique reference number EY556521 Local authority Derbyshire Inspection number 10190171 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 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Ashbourne, Derbyshire. She holds an early years qualification at level 3. The childminder operates all year round from 7am to 6pm, on a Monday to Friday, except for bank holidays, the week at Christmas and family holidays.

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Inspection activities

n This was the first routine inspection the provider received since the COVID–19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. 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 childminder and the inspector completed a learning walk of the childminder's provision 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 had on children's learning. n The parents spoke to the inspector through a telephone conversation so they could express their views about the care and education they receive.

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Inspection activities

n The childminder had a discussion with the inspector about her training and how she evaluates her practice. The inspector reviewed relevant documentation, and evidence of the suitability of the childminder.

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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 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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