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

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The provision is good

Children are happy and enjoy their time with the childminder. They move around the playroom and outside area safely, selecting their own play. Children run and jump around outside and are eager to play football with each other. They kick the ball with skill and scream with delight as they score a goal. Children build strong attachments with the childminder and her assistant. They snuggle close to them as they play and thoroughly enjoy their company. This is evident when children play together with toy food and make dinner. They laugh and giggle as they pretend to eat toast and sausage sandwiches.

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The provision is good

Children have a positive attitude to their learning and are very willing to take part in activities the childminder plans. Children highly engage in these activities for long periods. They use their hand-to-eye coordination to throw beanbags into the hoops, matching the same colours. Children count how many beanbags are in the hoops with help from the childminder. Older children extend their mathematical skills as they recognise and name shapes, such as squares, rectangles, circles and triangles.

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need to do better?

n The childminder observes children as they play and completes assessments of their learning. She considers children's future learning as she supports their language skills. She makes eye contact with babies and gets down to their level when speaking to them. She holds purposeful conversations with older children and introduces new words, such as 'engine' and 'carriages', as children play with trains. This increases their vocabulary. n The childminder promotes children's enjoyment of books. She reads their favourite story about a colour monster with creative emphasis. Children join in eagerly with familiar phrases. For example, children enthusiastically repeat 'the colour monster says', several times throughout the story. They choose their own books to look at and enjoy sitting with their friends and talking about the pictures. n The childminder has a good partnership with parents. She talks to them at drop-

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need to do better?

off and collection times and explains the activities their children are doing. Parents speak highly of the childminder. They write that she communicates well with them and that they are fully aware of what their children are learning and their next steps. n The childminder builds on children's experiences from home. For example, children visit the dentist with their parents. To extend this, the childminder plans activities for the children to learn how to clean their teeth, such as by using toothbrushes with dolls. To further extend children's knowledge about the dentist, the childminder takes them to a role-play activity centre where they can

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need to do better?

9 December 2021 play in a room set up like a dentist's surgery. n The childminder and her assistant are good role models for children's behaviour. They encourage children to play together. This is evident as children play with the train track. They take turns to fix the track together and wait patiently for their turn to push the train around the track. Children are polite and use their manners as they say 'please' and 'thank you' at mealtimes. n The childminder is reflective and supports her assistant by carrying out meetings to discuss their practice. The childminder and her assistant attend training for their professional development, to enhance children's learning. The childminder explains how a course on 'diversity' helps her to develop children's understanding of similarities and differences. Children now look at books such as 'It's ok to be different', and they play with chopsticks in the play kitchen to learn

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need to do better?

about different cultures. n The childminder promotes children's independence overall. Older children know how to put their shoes and coats on and take them off, and to wash their hands before lunch. However, the childminder wipes older children's noses and dries their hands. These are tasks that older children could do for themselves to extend their self-care skills further. n The childminder maintains a safe environment and supervises children well. However, she does not provide children with explanations to help them learn to manage risks for themselves. For instance, children put plastic knives in their mouths while cutting their bananas for snack. The childminder and her assistant miss opportunities to explain the hazards of doing this and using knives.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a secure understanding of their responsibilities to protect children. They have a good understanding of the signs that may indicate a child is at risk of harm and the procedures to follow if they have a concern about children's welfare. The childminder completes online training, which helps to refresh her knowledge. She appreciates the possible dangers related to the use of the internet and talks with children to help them to understand the safe use of information and communication technology. The childminder follows safe recruitment procedures and ensures that adults who work with her are suitable to do so.

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should:

n support children to develop their self-care and hygiene skills even further n provide children with explanations to help them understand potential dangers in their play so that they can learn to assess risks and keep themselves safe.

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Setting details

Unique reference number 2543680 Local authority Derbyshire Inspection number 10215451 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 12 Number of children on roll 21 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Repton, Derbyshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays, a week at Christmas and family holidays. The childminder holds an early years qualification at level 6. Her assistant has an early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder 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 had 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 has 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 testimonials for the inspector so that she could take account

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Inspection activities

of their views. n The inspector had a discussion with the childminder and her assistant about their training and how they evaluate their practice. n The childminder showed the inspector relevant documentation and evidence of the suitability of the childminder, her assistant and household members.

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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 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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