Woolley, Laura Jayne

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 settle and are comfortable in their surroundings. They move around the playroom at ease, choosing what they want to play with. Children are happy and excitable as they play with the musical instruments and dance to popular rhymes and songs. They jump up and down safely and relish shaking the bells and banging the drums. They snuggle close to the childminder to listen to stories. They concentrate and turn the pages with anticipation and giggle about the balloon flying up to the sky.

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The provision is good

Children have a positive attitude to their learning and are eager to take part in activities. Two-year-old children draw circles and straight lines. They use pens with control and peel the backs of animal stickers off using their small-muscle skills. They roar like tigers and lions and decide if the animals live in the zoo or on a farm. Twelve-month-old children play with the fire engine, they work out how to move the ladder up and down and around. They make noises to represent the sound the fire engine makes and show great delight as the childminder extends this play and shows them how to switch on the blue light. They watch, copy her actions and press the button, laughing as the light comes on.

p.2

need to do better?

n The childminder reflects on her practice and demonstrates a good capacity to improve. For example, since her last inspection, she now follows children's interests and takes their lead in their play. The childminder understands how children learn through play. She provides opportunities to help children achieve their next steps in their learning. For example, children enjoy using chalks and making large marks on the patio. This helps to strengthen their wrists and aids their future learning. n The childminder uses sign language to support all children's communication skills, including those with special educational needs and/or disabilities. Children sit with the childminder and look at pictures of different types of food and talk about the food they like to eat. Children learn to make the sign for 'eating'. The childminder repeats the sign every time the children say 'eat' and after watching her the children attempt to sign for themselves. The childminder praises the

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need to do better?

children's for their efforts and they smile back at the childminder. n The childminder finds out about the experiences children have at home. She creates opportunities to broaden their knowledge. For example, most children she minds travel in their parent's cars. To widen their experiences of transport, she takes children on buses to different places, such as the cinema. She also takes them on walks in the community and to local parks. n The childminder encourages positive behaviour. Children take turns and learn to wait patiently for their go. This is evident as children play with the building

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need to do better?

13 January 2022 bricks and take turns to put the bricks on top. They scream with delight as the towers fall down and wait their turn to build the tower up again. n The childminder provides hygienic routines for children to follow. Children are given healthy food to eat and water to drink. She supports children to develop their growing independence skills. For example, she encourages them to put on their own shoes and coats. Two-year-old children know to wash their hands before they eat. They peel their own bananas and pour out their own drinks. n Parents speak highly of the childminder. They report that their children are happy in the childminder's care and enjoy the activities the childminder plans, particularly in developing their confidence and social skills. However, the childminder does not always share enough detailed information about children's learning with parents to enable them to continue to support their child's learning

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need to do better?

at home. n The childminder observes her assistant's practice and identifies some areas to aid development. However, she has failed to identify that her assistant needs further guidance in how they support children's speaking skills. For example, sometimes, the assistant does not pronounce words correctly. They use doggie and piggy instead of saying dog and pig.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of safeguarding issues. She knows the signs to look out for that may indicate a child is at harm. She understands the procedures to follow if she has a concern about a child's welfare or an allegation is made against herself or her assistant. The childminder completes regular training to keep her knowledge of safeguarding up to date and shares this information with her assistant. The childminder supervises children well and carries out risk assessments to identify and remove any potential hazards for children, so they can play in a safe and secure environment.

p.3

should:

n provide more detailed information regarding children's next stages of learning to parents, to enable them to continue their child's learning at home n offer further support for assistants to develop how they model language to young children, so they are using the correct punctuation of words, to increase their vocabulary and speaking skills.

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Setting details

Unique reference number EY396828 Local authority Derbyshire Inspection number 10071576 Type of provision Childminder

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Registers

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

p.4

inspection

Total number of places 12 Number of children on roll 13 Date of previous inspection 24 July 2015

p.4

Information about this early years setting

The childminder registered in 2009 and lives in Long Eaton, Nottinghamshire. She holds an early years qualification at level 3. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays, the week at Christmas and family holidays. The childminder works with an assistant daily.

p.4

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 completed 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 had on children's learning. n The children and assistant spoke with the inspector 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 sent emails about the service they receive, so the inspector could take into account their views.

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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 childminder showed the inspector her relevant documentation and evidence of the suitability of the childminder and her assistant.

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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

13 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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