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 that they feel safe and secure in the childminder's care as they explore the resources with ease. They know where their favourite toys are stored and ask for these when they want them. Children play confidently and harmoniously with their friends. They giggle as they chase one another around, and they share their toys with each other. They have close, trusting relationships with the childminder, who they respond to positively.

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The provision is good

Children enjoy looking at a map on the wall in the playroom and discussing the different countries and what animals they might see. Children talk about seeing squirrels on their regular walk around the local churchyard and know that koala bears are in Australia. Children are inquisitive and motivated to learn. They show increasing levels of concentration and independence. They readily involve themselves in a range of activities. For instance, younger children start to use their imagination as they pretend to make peppermint tea for their grandma, and older children independently draw pictures to take home with them.

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The provision is good

Children show off their excellent communication and language skills as they chat away all day. They have detailed conversations with one another and the childminder, and they talk to new people with confidence and excitement. The children repeat words and learn new vocabulary while they play. For example, children repeat the words 'trailer' and 'stable' as they play with the toy farm.

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need to do better?

n Parents are complimentary about the setting. They comment on how much their children enjoy spending time with the childminder and praise her organisation, communication and creativity with the curriculum. The childminder communicates with parents in a variety of ways to ensure that all parents receive communication that is tailored to them. For example, uses a daily diary, a social media private page, text messages and daily verbal handovers. n The childminder recognises how effective partnership working with local settings, schools and other professionals has a positive impact on children's well- being and learning. She is proactive in forming effective relationships with these to benefit children's care and learning. For example, she works hard to complete progress checks for children aged between two and three years with parents and the health visiting team. n Professional development is a priority for the childminder. She is proactive at

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need to do better?

identifying training that will benefit her and the families who use her service. For example, she attended training to enhance her knowledge of children's patterns of learning and behaviour. This helps her to identify and plan for the different ways in which children learn and play.

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need to do better?

24 August 2021 n The childminder knows the children well and confidently talks about their capabilities. She plans a wide range of age-appropriate activities to support and prepare children for their next stage in learning. Overall, children make good progress in their learning. However, on occasion, the childminder can be too direct and ask too many questions. This hinders the opportunity for children to make choices, lead their own learning and maximise their potential. n The childminder has a well-planned curriculum. She plans activities to enhance children's learning and observes the children regularly. She uses the information she gathers to identify any emerging gaps in children's progression and swiftly takes action to support their learning further. n The childminder prepares children for their move to the next stage of learning, such as school. She supports children so that they are independent, confident

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need to do better?

and can wait for their turn. The childminder engages with local schools to support this transition even further, and children benefit from their new teachers visiting them at the childminder's home. n The childminder supports children's good behaviour by giving clear messages about expectations. For example, at snack time, she reminds children to sit at the table and not to walk around with their food.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Children's safety is a priority to the childminder and she provides an environment that is safe and secure. The childminder has risk assessments in place, closed- circuit television to the outside of her home and a valid first-aid qualification. She has carried out a risk assessment of the high outdoor steps to ensure that they are safe for the children to use. The childminder recognises the possible signs of abuse and has a sound understanding of her role in safeguarding children and of wider aspects of safeguarding, such as the 'Prevent' duty. The childminder ensures that her knowledge remains up to date and completes the necessary safeguarding training.

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should:

n provide children with sufficient opportunities to make their own choices and lead their learning, in order to allow them to benefit from the learning experiences on offer.

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Setting details

Unique reference number EY563159 Local authority Derbyshire Inspection number 10191482 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 13 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Ripley. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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 observed an adult-led activity and evaluated this with the childminder. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The childminder talked to the inspector about how she organises her provision and her curriculum intent while the inspector viewed the premises. n The inspector viewed some documentation, including training certificates, the attendance register and insurance. She spoke to parents and read written feedback from the children's parents who were not present at the time.

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Inspection activities

24 August 2021 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

24 August 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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