Chamberlain Lynda

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy and enjoy learning in the warm and welcoming environment created by the childminder. They have close relationships with the childminder and her assistant. This has a positive impact on children's emotional well-being and ensures they feel safe and secure.

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The provision is good

The childminder and assistant teach children of all ages to show kindness and respect towards each other, fostering firm friendships. The children share resources and negotiate with their peers. They enjoy talking to each other and holding imaginative discussions. For example, children share their ideas of how to return a wriggly worm to its home at the bottom of the garden. They work as a group, listen to each other, and encourage their friends to balance the worm carefully, offering each other praise for moving it safely.

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The provision is good

Children are confident and independent. They develop a can-do attitude, supported by the childminder and assistant. For instance, the childminder praises children as they persevere to put on their own shoes and fasten their coats. Children have extensive attention skills and show a love of stories. They listen closely to the childminder reading a book about animals, and giggle at each other's hilarious pig noises.

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need to do better?

n The childminder and assistant have a good knowledge of children's learning and development. The childminder and assistant observe children as they play and accurately assess what they need to learn next. They know the children well and are attentive to their individual care needs. n The childminder and assistant plan a variety of opportunities to support children's progress. They use children's interests to develop the knowledge and skills they need to move on to the next stage of their learning. For instance, children of all ages enjoy making poppies while discussing the shape of the materials they are using. The assistant asks the children what a triangle piece of paper looks like, a child suggests it is a shark fin. Occasionally, the childminder and assistant do not fully utilise child-led opportunities for children to extend their own learning and development. Children are not always encouraged to add

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need to do better?

their own resources and suggestions into play. This limits them in leading their own play. n The childminder considers opportunities for children to play outdoors and be physically active in the environment. Children demonstrate their developing gross motor skills outdoors when they create a 'monster' from bricks. They use their vivid imagination to warn the inspector the 'monster' may want to eat her. The childminder and assistant build on what children know and can do.

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need to do better?

9 November 2021 Occasionally, the childminder and assistant intervene to quickly when children are struggling, not allowing them time to think and solve problems independently. Such as, the assistant moving water pipes back when they fall during play before the children have time to fix them independently. n The childminder and assistant help children celebrate similarities and differences. They learn about the local community and world around them. The childminder supports all children to discuss the different transport they use and the different jobs their parents and carers do. Children wave at passing aeroplanes and recall information they have been taught. n The clear focus on communication and language support is highly effective. The childminder and assistant use high-quality interactions and questioning. All children make rapid progress with speaking confidently, including children with special educational needs and/or disabilities. Children hold in-depth

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need to do better?

conversations and show confidence in sharing their ideas. For example, the children create and sing a new song about a tiger who likes rock and roll. The childminder and assistant help children to widen their vocabulary. Children learn words, such as 'separate' when talking about the time when they and their siblings were in their mummy's tummy. n Children behave exceptionally well from a young age. They show patience and courtesy while waiting for each other to finish talking, using 'excuse me' and 'please' in their questions. The childminder and assistant positively reinforce boundaries and expectations for all children. They support children in understanding and respecting their friends' choices. n The childminder and assistant use many professional development opportunities that have a positive impact on the experiences of children. They are reflective about their practice and undertake tailored training to support the identified

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need to do better?

needs of individual children. They develop effective relationships with other professionals, such as liaising with the local school. n Working in partnership with parents and carers is very important to the childminder and assistant. Parents say, 'information sharing is key'. They work closely with parents to support all aspects of children's developmental needs, such as toilet training. Parents say they 'can't imagine a better childminder'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and assistant have a good understanding of their role in safeguarding children. They demonstrate an in-depth knowledge of the signs and symptoms that may indicate a child may be at risk of harm. The childminder and assistant know how, and when, to make a referral to outside agencies. They have a robust and detailed safeguarding policy containing all relevant contact details. The childminder and assistant complete regular training to refresh their knowledge on wider and changing safeguarding issues, such as how to keep children safe using technology. They check the home and garden to ensure it is a safe and secure environment for children to play in. The childminder checks the suitability of people living and working on the premises to ensure they are safe.

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should:

n allow children more time to think and further develop the skills needed to solve problems independently n provide further opportunities for children to make choices and add resources to extend their own play.

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Setting details

Unique reference number 207427 Local authority Derbyshire Inspection number 10072535 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 7 Number of children on roll 10 Date of previous inspection 17 March 2016

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Information about this early years setting

The childminder registered in 1994 and lives in Langley Mill, Nottinghamshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder works with an assistant.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 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 discussed children's learning and progress with the childminder, including their next steps and interests. n A joint observation of an activity was completed with the childminder. n A range of documentation was sampled including suitability checks, first-aid certificates and safeguarding policies and procedures. n The inspector took parents and carers written, and verbal, views into consideration. n Discussions with the childminder and assistant were held at appropriate times during the day, including about safeguarding. n The inspector observed children play and evaluated the impact of interactions and the environment on children's learning. Children's voices were taken into

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Inspection activities

consideration. n The inspector looked at all the areas of the home used for childminding.

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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

9 November 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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