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

p.1

The provision is good

Children are happy and comfortable in their surroundings. They choose what they want to play with from a selection of toys and activities on offer. Children move pushchairs around the room, negotiating the furniture as they go. Babies walk around in confidence, going in and out of a tent. They develop their physical skills as they throw the ball out of the tent and giggle as the childminder throws the ball back.

p.2

The provision is good

Children have close attachments with the childminder and snuggle with her as they play. They play cooperatively together and take turns while they play. They wait patiently for their turn to put the blocks on top of the tower as they play with the building bricks.

p.2

The provision is good

Children have a positive attitude to their learning and are keen to join in activities the childminder plans. They leap up to take part in the singing and dancing session. Children engage fully as they jump and hop around to the songs with great excitement. They join in the actions and sing the songs they know. The childminder energetically repeats words for babies to hear and encourages them to bounce to the music. Children aged one and a half years use numbers as they sing songs about ducks and frogs. They lie down quietly like sleeping lions, using their imagination.

p.2

need to do better?

n The childminder has a clear idea of her curriculum and knows what she wants children to learn. She observes and assess what children can do and extends this through their play. For example, she encourages children to use shape sorters to help develop their hand-eye coordination. Children aged one and a half years carefully pick up the shapes and, with support from the childminder, find which hole to put the shape in. This also develops their small-muscle skills. n The childminder works with parents to ensure continuity of care and learning. She sends parents photos and comments about what their children are learning. She speaks to parents at drop off and collection times about the day's activities and what the children have been doing. Parents comment that they are happy with the care their children receive and say the childminder is 'amazing' and 'professional'. n The childminder recognises the difficult time some children have had during the

p.2

need to do better?

COVID-19 (coronavirus) pandemic. Parents tell the childminder that their children have not had the opportunity to mix with many other children. So, the childminder takes the children to local parks and playgroups, so they can see familiar faces, mix with other children, widen their social skills and extend their experiences.

p.2

need to do better?

12 October 2021 n The childminder adopts a positive approach to children's behaviour. She interacts with children and joins in their play. Children receive praise for their efforts to help build their confidence. They are willing to have a go and to play with different toys. This is evident when babies try to press the button on the musical toy. The noise excites the babies and inspires them to try again. n Children are developing their independent and self-care skills, which helps their future learning. They take off their own shoes as they arrive and are learning to put their own coats on. The children know where the toys go as they tidy away. They willingly tidy the bricks away, putting them into the bag so they can enjoy their dancing session. n The childminder regularly evaluates the quality of her provision. She takes part in online training to gain extra knowledge and ideas. The childminder implements what she learns into her practice. For example, after completing

p.2

need to do better?

training on the new 'Statutory framework for the early years foundation stage', the childminder now follows children's interests more as they play, rather than planning focus activities. This helps the children to explore and develop their own play. n The childminder promotes language skills well, overall. She gets down to children's level and makes eye contact. She provides children with a narrative of what they are doing to help them to understands words. However, the childminder does not use all opportunities to model words. She sometimes, refers to the toys or objects the children are using as 'it'. For example, she says, 'You are pushing it around' instead of 'You are pushing the pushchair around'. This does not help to develop children's speaking skills or extend their vocabulary.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of the signs that may indicate a child is at risk of harm. She is aware of what to do if she has a concern about a child's welfare. The childminder completes online training, which helps her to refresh her safeguarding knowledge. The childminder ensures her home is clean, safe and secure. This means children are able to play and explore in a safe environment. She supervises children at all times and completes fire drills so children know how to evacuate the home in an emergency.

p.3

should:

n extend the modelling of language and the use of nouns so that children can develop their speaking skills and increase their vocabulary.

p.3

Setting details

Unique reference number EY563674 Local authority Derbyshire Inspection number 10207683 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 8 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder was registered in May 2019 and lives in Shirland, Derbyshire. She holds an early years qualification at level 3. The childminder operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays, the week at Christmas and family holidays.

p.4

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 with the childminder and discussed how the childminder 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 invited the inspector 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 testimonials for the inspector so she could take into account

p.5

Inspection activities

their 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 and household members.

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.

p.5

Inspection activities

12 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6