Melland, Wendy Karen

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 safe and secure in the cosy, welcoming environment created by the childminder. They have developed a close relationship with the childminder and are happy in her care. Children settle quickly with the childminder and happily seek a reassuring cuddle when needed. This has a positive impact on children's emotional well-being and development.

p.2

The provision is good

Children make choices in their play from a range of easily accessible resources. They enjoy using their keen imagination while developing their hand muscles. For example, children explain they are carefully cutting up a precious birthday cake while exploring play dough with handheld tools. The children are proud to share their creations with the childminder and inspector. For instance, young children are confident in offering to feed the inspector a pretend meal and drink they have made in the play kitchen.

p.2

The provision is good

Children are independent and develop their understanding of good hygiene routines from a young age. The childminder praises children as they show perseverance in washing and drying their own hands.

p.2

The provision is good

Children behave extremely well. They have good manners, always using please and thank you when responding to the childminder and each other. The childminder teaches children to be considerate of others' needs and show their caring nature. Children develop firm friendships with each other. Older children ask younger children if they would like to share toys during play and share affectionate giggles across the table.

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need to do better?

n The childminder knows the children well and is attuned to their individual care requirements. She has a good knowledge of all children's learning and developmental needs. She observes children during play and accurately assesses what they need to learn next. She quickly identifies when children may need additional support, including children with special educational needs and/or disabilities, and puts strategies in place to support these gaps in learning. n The childminder plans activities building on what children know and can do. She engages children through their current interests as well as supporting them to develop new interests. For example, older children create bird feeders after showing interest in the birds outdoors. They develop their understanding of quantity and number, counting pieces of cereal as they practise threading them onto pipe cleaners. The childminder explains a 'blue tit' is a type of bird,

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need to do better?

developing children's understanding of the world around them. Occasionally, some adult-led activities are not fully adapted for different children's abilities.

p.2

need to do better?

25 November 2021 Therefore, they are not as effective at meeting the learning needs of the youngest children. n The childminder fosters children's love of literacy and books. Children ask to read stories throughout the day. The childminder excites the children through interactive stories and the use of handmade props. The children listen intently when she reads 'Stick Man', acting out the story with their characters on lollipop sticks and joining in with familiar phrases. n Overall, the childminder develops children's communication and language effectively. She uses interactions and high-quality questioning to support children's speech development. For example, the childminder talks to older children about what they have for lunch and what would happen if they planted a pepper seed. Children are inquisitive and ask questions, such as 'what is this?' However, the childminder does not consistently use opportunities to develop

p.2

need to do better?

younger children's speech and vocabulary. For example, they are not encouraged to sing simple, familiar songs when playing with musical instruments. n Children show a good understanding of the high behaviour expectations. The childminder supports children of all ages to learn clear boundaries, such as, putting toys away when they have finished playing. Children are keen to learn new skills and have a can-do attitude to learning. For example, children show determination when taking off dressing-up clothes independently and using cutlery at the table. n The childminder recognises the importance of children developing social interaction skills in larger groups and learning about the wider community. She offers opportunities for children to visit local parks and toddler groups. The childminder encourages children to discuss their similarities and differences and play with a range of culture rich resources.

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need to do better?

n The childminder is passionate about good quality professional development and undertakes a broad range of training. She implements ideas and strategies learned, which has a positive impact on children's outcomes. For instance, since reflecting on the Montessori approach training, she has added natural, open- ended resources that encourage children to be more creative in their own play ideas. n The childminder works effectively alongside parents and carers on all aspects of children's learning and care, including toilet training and oral health. She shares ideas with parents to consistently support areas of learning at home. This has a significantly positive impact on children's progress. Parents say the childminder is like 'an extension of the parents'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder checks the home and garden regularly to ensure it is a safe environment for children to play in. The childminder understand and fulfils her responsibilities in keeping children safe, both within the home and in the wider community. She knows how and where to make a referral when needed. She

p.3

Safeguarding

25 November 2021 demonstrates a good knowledge of signs and symptoms that may indicate a child, or family, is at risk of harm. She completes regular training to refresh her knowledge on safeguarding issues, including how to support families with keeping children safe on the internet. The childminder checks the suitability of people living on the premises to ensure they are safe.

p.3

should:

n differentiate further when planning adult-led activities to ensure the developmental needs of younger children are consistently supported n consistently make the most of interactions with younger children to further support their communication and vocabulary development.

p.4

Setting details

Unique reference number EY558302 Local authority Derbyshire Inspection number 10190292 Type of provision Childminder

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Registers

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

p.5

inspection

Total number of places 3 Number of children on roll 3 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2018 and lives in Buxton, Derbyshire. She operates all year round from 8am until 5pm, Monday to Friday, except for bank holidays and family holidays.

p.5

Inspection activities

n This was the first routine inspection the setting received since the COVID-19 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 looked at and discussed all the areas of the home used for childminding. n The inspector observed the quality of learning during play, evaluating the impact of interactions and the environment on children's experience. n The inspector sampled a variety of documentation, such as a first-aid certificate, policies and procedures and evidence of the childminder's suitability. n The inspector and childminder evaluated a joint observation of an activity. n The inspector took parents', carers' and children's views and comments into consideration. n The inspector discussed children's learning and development with the childminder, including the children's interests and next steps for learning.

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Inspection activities

n The inspector held a variety of discussions with the childminder at appropriate times during the inspection, including about safeguarding.

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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

25 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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