Childcare on Domestic Premises, Full day care in Derby

Report for childcare on domestic premises

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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 are happy and comfortable in their surroundings. They move freely around the available rooms and outside areas, choosing how they want to play. Children spend long periods of time at activities. They concentrate as they dress the dolls and empty and fill containers with sand. Children climb equipment safely and with skill and shout, 'I'm coming', as they glide down the slide. They run around the garden and show great delight as they kick balls and score a goal. Children are kind to others. A three-year-old child tells a twelve-month-old child, 'you can play with me', and offers her a toy brick to join in as they build towers.

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The provision is good

Children are busy and full of excitement as they play. They engage in the activities on offer and join in all play opportunities that spark their interest. This is evident as children manipulate the play dough. They squash and squeeze the dough and poke it with their fingers. Children use plastic knives and cutters to create shapes. They develop their hand-eye coordination as they try to press the plastic eyes into the dough and tell staff the colour of their own eyes. Children enjoy this activity and delight in talking about the sizes of their family and say, 'my daddy is bigger than me'.

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need to do better?

n The childminder plans an effective curriculum, with her staff, that takes into account children's interests. They all have clear intentions for children's learning and implement these well. For example, to help develop children's imaginative skills, the childminder provides role-play hairdressers' shops. Children relish this experience as they comb each other's hair, put in bows and slides and paint their nails. The childminder extends this learning and provides paper and pens to encourage children to make appointments. This helps children's early writing skills and future learning. n Parents are complimentary about the childminder and the care she and her staff give their children. The childminder shares information with parents about their child's learning and daily experiences. She sends photographs home and talks to parents at drop off and collection times. This helps to keep parents up to date

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need to do better?

about their child's learning. Parents are happy with the service the childminder provides. n The childminder and staff take children outside the home to enhance their learning and experiences. For example, children go on outings to the local woods to climb trees and play in mud, and also to soft play areas. These rich experiences help to extend children's physical skills and develop their sense of taking risks and keeping safe. n The childminder promotes children's self-care skills. Children take off their shoes and hang their coats up on arrival. Three-year-old children take themselves to

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need to do better?

24 September 2021 the toilet and know to wash their hands at appropriate times throughout the day. At lunch time, children feed themselves using cutlery. They help themselves to pieces of cucumber to go with their homemade lasagne. These activities help children's growing independence and prepares them for going to school. n Children behave well, overall. They take turns and share the toys as they play with their friends. However, the childminder and staff do not always make these expectations clear. This means that children do not always do as the childminder or staff want them to do. For example, the childminder and staff expect the children to tidy up the toys before having their lunch. Some children continue to play and ignore the childminder's and staff's requests. n The childminder is mindful to update skills and knowledge on a regular basis. She and her staff work closely together to provide high levels of care for

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need to do better?

children. The childminder supports her staff. She talks to them about their performance and ensures they know the learning needs of the children. However, these arrangements are less successful in helping the staff develop how they teach language skills. For example, occasionally, staff do not give children time to respond to the questions they ask. As a result, this does not support children's thinking and speaking skills fully.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and staff keep their first-aid and safeguarding training up to date. They understand their responsibilities to keep children safe from harm. The childminder and her staff know who to contact and what to do if they have a concern about a child's welfare. The childminder has effective recruitment procedures and checks the suitability of her staff, to ensure children are safe. She and her staff supervise children at all times and maintain a safe environment. The childminder and her staff carry out fire drills with children so that they understand what to do if they have to evacuate the home.

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should:

n provide further support for staff to develop the way they use questions, to enable children to listen to the question and respond successfully, to help develop children's speaking and thinking skills n give consistently clear messages regarding expectations of children behaviour, so that all children fully understand and follow what is expected of them.

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Setting details

Unique reference number 2549324 Local authority Derby Inspection number 10205557 Type of provision Childcare on domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 16 Number of children on roll 20

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Bonnies Childminding registered in September 2019 and is located in Chaddesden, Derby. The setting employs four staff. Of these, three hold appropriate early years qualifications at level 3 and 4. The setting opens from from 7am until 5.30pm, Monday to Friday all year round, except for bank holidays, a week at Christmas and family holidays. The setting provides funded early education for two-, three- and four-year-old children.

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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 completed a learning walk of the play areas and discussed with the childminder how she organises and implements her curriculum. n The childminder and inspector 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 Staff and children spoke with the inspector at appropriate times throughout the inspection. The inspector observed interactions between the childminder, staff and the children, and considered the impact these have on children's learning. n The inspector reviewed relevant documentation, and evidence of the suitability of the childminder, household members and her staff.

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Inspection activities

n The inspector took account of the views of parents through written comments from questionnaires. n The childminder talked about the training she and her staff complete and how she evaluates her staff's performance and her practice.

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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

24 September 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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