Childminder in Derby

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 enjoy following their own interests and ideas in this setting. They happily use their imagination when playing. Children learn to cut successfully with scissors. They cut holes in a box, so they can wear it on their head and pretend to be a robot. While doing this, they learn how to keep themselves safe. For example, they tell the childminder that, 'scissors are sharp', and they 'need to be careful'. They also learn through sensory experiences. For example, children safely stomp on bubble wrap from a parcel.

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The provision is good

Children behave well. They listen to the childminder and each other as they learn to take turns and to share resources. For example, the childminder asks children to break off bits of play dough to share with each other. Children then willingly take turns and swap the play dough when their friends ask for a specific colour. Children show a positive attitude to learning and a willingness to try new activities. For example, they are encouraged to mix the colours of play dough and guess what new colours they can make.

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The provision is good

Children use manners and respect the toys. They learn to use toys sensibly and tidy up after themselves. Children comfort each other and show care and consideration for each other's feelings. For example, they give cuddles and offer cuddly toys if someone is upset. Children also enjoy snuggling on the sofa with the childminder for a story. Those who are shy or unsure are reassured. This shows secure attachments.

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need to do better?

n The childminder encourages children to listen carefully when she plays alongside them. They respond well to questions they are asked. For example, the childminder asks the children to find pictures that show someone who is excited. Children confidently point to the correct face and the childminder gives praise. The childminder asks children to think of a time when they feel excited and they respond, 'when nanny comes.' The childminder uses this to talk about emotions and feelings and check children's understanding of what they already know. However, opportunities to further extend children's knowledge during planned activities are not consistently explored. n The childminder enjoys playing games with the children. For example, they roll a coloured and numbered dice and collect the amount of coloured bears shown. The childminder encourages children to work together. The younger children recognise the colours and the older children recognise the numbers. The

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need to do better?

childminder helps children to develop their fine-motor skills as they use tweezers to add the bears into the correct coloured cup. However, the childminder does not consider precisely enough how to meet individual needs when children make

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need to do better?

7 December 2021 their own choices in play. This means children's play sometimes lacks focus and individual progress becomes limited. n The childminder helps children to learn about how to stay healthy. She talks to them about healthy food choices during snack time and the importance of brushing their teeth. Children state, 'so teeth don't go black and fall out.' She also encourages children to spend time outdoors in the local parks, and attends children's groups and soft-play areas. This is because she recognises children have had limited opportunities to develop physically during the COVID-19 pandemic. n The childminder supervises the children when they spend time watching the television. She works with families to ensure they have parental controls and helps them recognise the potential risks on electronic devices. However, the childminder has not yet given careful consideration to further helping children to

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need to do better?

consider the potential risks when accessing the internet. n The childminder helps children learn about similarities and differences. She uses information she has about children and their families to have discussions about what children do at home and in the other settings they attend. For example, children use play dough with different skin tone colours, to create faces of people they go to nursery with. They talk about the different skin, hair and eye colours of themselves and their friends. The childminder uses discussion to help children develop their vocabulary and confidence in their speaking skills. This helps children to find out about people and communities that may be different to themselves. n The childminder provides information for schools and other agencies about children and their development. She uses any information that she receives to think of ways she can meet the needs of children with any special educational

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need to do better?

needs and/or disabilities. n Parents are well informed about the activities that children do and the progress they are making. They know about ways they can support their children at home. Parents describe ways the childminder is preparing children for the next steps in their learning. For example, the childminder suggests ideas that can be used for potty training at home and helps children learn to put on their shoes and coats. This helps children learn to become independent and follows a consistent approach between home and the childminder. n The childminder found it difficult to access support locally during the COVID-19 pandemic. She has taken responsibility to network with other childminders for ideas and accesses information online to improve her knowledge. She has taken action to join a childminder agency to give her ongoing support in future.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of safeguarding, including the signs and symptoms of abuse. She is able to recognise when a child may be at risk from harm and knows how to report her concerns. She is aware of wider safeguarding issues, such as the 'Prevent' duty. She knows the risks associated with digital

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Safeguarding

7 December 2021 devices and online technology. She completes risk assessments and has policies and procedures in place to help keep children safe. She knows how to report and respond to allegations made against her.

p.3

should:

n develop ways to build on what children already know and can do, to further extend their learning during play and involvement with activities n explore ways of helping children develop their knowledge of the potential risks when they use technical devices to access the internet.

p.4

Setting details

Unique reference number 2518126 Local authority Derby Inspection number 10207949 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 3 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder was registered in 2019 and lives in Littleover, Derby. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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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 her evaluation. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder joined the inspector on a learning walk and talked to the inspector about the curriculum and what she wanted the children to learn. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of snack time with the childminder. n The inspector spoke to children and parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the childminder.

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Inspection activities

7 December 2021 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 December 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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