Davies, Jayne Elizabeth

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 show that they are comfortable in their surroundings. They move around the playroom selecting their own play from a wide selection of toys. They safely negotiate the step as they go outside and thoroughly enjoy running around the garden. Children scream with delight as they jump and catch snowflakes. Children explore and show fascination as they discover mushrooms with ice on them. This leads to children discussing the ice in the bird feeder. Younger children say that it is cold, whereas older children talk about the birds needing new water to drink.

p.2

The provision is good

Children have a positive attitude to their learning and relish taking part in activities the childminder plans. For example, children are eager to sort logs with numbers written on them and put them in order. Younger children count the logs, and older children are able to recognise the numbers one to five and are confidently developing their mathematical skills. The childminder expands this opportunity and reads a story that incorporates numbers. Children snuggle close to the childminder as she reads. They listen and concentrate, and older children recognise the numbers in the book. Younger children are excited as the childminder encourages them to turn the pages. Children retell the story and repeat phrases from the book, such as 'Santa needs a wee'.

p.2

need to do better?

n The childminder reflects on her practice and demonstrates a good capacity to improve. Since her last inspection, she plans activities to support children's next steps in learning and achievements. The childminder provides opportunities for children to develop their own conversations and explanations. For example, older children re-enact a story about goats and a troll. They explain what the characters are doing and why they are crossing the bridge. n The childminder provides a curriculum which follows children's interests and builds on what they already know and can do. For example, she provides planks and logs which the children use to make an obstacle course. The childminder widens the use of the planks and together the children and the childminder race cars down them. They talk about which car is the fastest and giggle and laugh as the cars fall off the plank. n Partnerships with parents are effective. The childminder gathers information

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need to do better?

from parents about children when they first start. Parents comment that they value the daily updates and photos the childminder sends them which show what their children are doing. They further comment that the childminder is caring and kind and has a very good bond with their children. n The childminder finds out about the experiences children have at home. She creates opportunities to broaden their knowledge. For example, children learn

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need to do better?

6 January 2022 about where food comes from. They visit their allotment and grow vegetables, such as carrots and tomatoes, and take them home to cook and eat. In addition, the childminder takes children on woodland walks. She explains that the children learn about nature and staying safe, for example not eating berries they might see. n The childminder is a good role model for behaviour. She talks to the children with respect and encourages them to play well together. This is evident as children play with the play dough. They wait patiently to use the scissors and share the tools. The childminder praises the children for 'good sharing'. Children are polite and use their manners as they say 'please' and 'thank you' at lunchtime. n The childminder supports children's self-care skills. Children put on and take off their own shoes and coats. They know how to wash and dry their hands, and older children go to the bathroom by themselves. To extend children's

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need to do better?

independence, the childminder encourages children to spread their own toppings on toast at lunchtime. These skills all help with children's future learning in readiness for school. n The childminder promotes children's language skills overall. She speaks clearly and holds conversations with children. She introduces new words during conversations, to help to extend children's vocabulary and understanding. For example, she describes how animals 'hibernate' in the winter to keep out of the cold. However, at times, the childminder does not give younger children time to respond to her questions. She answers the questions herself without giving the children time to speak or think about their response. As a result, the childminder is not fully supporting younger children's speaking and thinking skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder completes regular training to keep her knowledge of safeguarding up to date. She has a good understanding of the different types of abuse and other safeguarding issues, such as female genital mutilation and the 'Prevent' duty. The childminder knows who to report any child protection concerns to. She knows the correct procedure to follow if there is an allegation about herself or member of her family. She supervises children well in the home and garden. She identifies any hazards and removes them to ensure that the children play in a safe environment.

p.3

should:

n give younger children more time to answer questions to help them to build on their speaking and thinking skills.

p.3

Setting details

Unique reference number EY388632 Local authority Derbyshire Inspection number 10071574 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 3 Date of previous inspection 16 July 2015

p.4

Information about this early years setting

The childminder registered in 2009 and lives in Hilton, Derbyshire. She operates all year round from 8am to 6pm, Monday to Friday, except for one week at Christmas and family holidays. The childminder provides funded early education for three- and four-year-old children. She holds an early years qualification at level 3.

p.4

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 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 has on children's learning. n 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 Parents gave their views to the inspector through written statements.

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Inspection activities

n The inspector had a discussion with the childminder about her training and how she evaluates her practice. n The inspector viewed relevant documentation, including 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.

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Inspection activities

6 January 2022 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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