Ross, Elizabeth

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 show enthusiasm as they move around this childminder's home, self-selecting their own play. They walk down steps into the garden, holding carefully onto the wall for safety. They run around the garden, kick balls and ride sit-on toys with excitement. Children discover a wasp on the shed window and shout, 'it's a bee', showing curiosity. The childminder explains the differences between a wasp and a bee and the children run off shouting, 'buzz, buzz'. Children enjoy the company of the childminder and each other. They play well together and take turns to water the flowers.

p.2

The provision is good

Children have a positive attitude to their learning and become deeply involved in their play. They are eager to explore the opportunities on offer and relish playing in the water. They shout, 'wow bubbles, as the childminder pours the water into the tray. Children pour and tip the water into different size containers. They giggle and laugh as the water splashes down through the funnel and lands onto the tray. They compare if the jugs are full or empty and use mathematical language, such as big and bigger to explain how far the water is going up the jug.

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need to do better?

n The childminder has a clear view of what skills and knowledge she wants children to learn. She sets out activities that have a specific interest for children. She uses the activities to build on children's next stage in their development. For example, while children play with the play dough, the childminder rolls out sausages and introduces scissors. Children snip at the dough and say, 'chop chop'. This is helping children develop their cutting skills. n The childminder works closely with parents to promote continuity of children's care and learning. Parents comment that they feel included in decisions the childminder makes regarding their child. The childminder sends photos and comments to parents and completes daily diaries, so parent know what their children are learning. n The childminder uses the information she gains from parents to provide different experiences for children, to help broaden their learning. For example, due to the

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need to do better?

COVID-19 (coronavirus) pandemic, parents comment that their children are not mixing with children of their own age. So the childminder takes them to the local toddler and parent group, to widen their social skills and let them meet other children. n The childminder teaches children about positive behaviour. She encourages the children to be kind and to help each other. She also helps children develop their self-care skills and independence. For example, children know to wash their hands before eating. They learn to put their shoes on and help each other tidy the toys away before lunch.

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need to do better?

7 October 2021 n The childminder promotes children's language skills. She uses eye contact and gets down to children's level as she talks to them. She describes what they are doing so they can understand words. She speaks clearly and holds conversations with children. This is evident as children talk with the childminder about how the diggers scoop up the soil and stones. n The childminder completes regular training to improve her skills and interactions with children. She completes mandatory training, such as first aid, and reads books to enhance children's learning. For example, she recently bought a book on planning for children's learning. This helps her to understand why children may do things in certain ways and from reading the book she now plans more around children's interests and their play. n The childminder is a positive role model and joins in with children's play. She supports their ideas and extends their learning. However, sometimes, in her

p.2

need to do better?

enthusiasm, the childminder steps in too quickly and helps children rather than allowing them time to solve problems for themselves. For example, while children play with the mud kitchen, they ask how to put the tap on. The childminder explains but immediately turns the tap on, stopping the children from solving how to do this for themselves.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of safeguarding. She is able to identify signs and symptoms of abuse, including safeguarding concerns, such as the 'Prevent' duty. She is aware of her role and responsibility to safeguard children. She understands the procedures to follow if she has a concern about a child's welfare. The childminder knows how to respond to any allegations made against herself or anyone else living or working on the premises. She supervises children closely and completes checks of the home to make sure there are no risks to children's safety.

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should:

n give children more time to work out how to solve problems for themselves.

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Setting details

Unique reference number 2529322 Local authority Derbyshire Inspection number 10208408 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 12 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2019 and lives in Willington, Derbyshire. She holds a qualified teacher status. The childminder operates Monday to Friday, from 7.30am to 5.30pm, term time only. She 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 childminder's provision and discussed how she organises and implements her curriculum. n The childminder took part in a joint observation with the inspector. The inspector considered the quality of education during activities and the impact this had on children's learning. n The children spoke with the inspector and invited her into their play at appropriate times throughout the inspection. The inspector observed interactions and the conversations between the childminder and the children and considered the impact these have on children's learning. n The parents wrote emails to the inspector so she could take into account their

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Inspection activities

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

p.5

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

7 October 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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