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 Good

p.1

The provision is good

Children are happy and show they are comfortable in their surroundings. They move around the room with confidence, choosing what they want to play with. Children show high levels of engagement as they play and follow their own ideas. They giggle with delight as they squeeze the water beads and scoop them up with their fingers and say, 'They are wet.' As they play, they develop their small-muscle skills as they pass the beads through their fingers and let them fall into the tray. Children use their imagination and make pretend cups of tea with the beads. They laugh as the childminder pretends to drink the tea.

p.2

The provision is good

Children behave well and have a positive attitude towards their learning. They are eager to join in with the broad range of activities the childminder plans for them. For example, they join in with the singing session. They jump up and down, safely negotiating the furniture. Children demonstrate good physical skills and spatial awareness as they move their bodies to the music. The childminder joins in with the children. She encourages them to sing the words and complete the actions of the songs. Two-year-old children know what is coming next in the songs and shout the words they know. Three-year-old children know familiar phrases of the songs. They sing along to the tunes confidently and move as they sing.

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, the childminder has changed the way that she communicates with parents. The childminder keeps parents up to date about their children's learning. She talks to parents about their children's next steps and sends them photos of what they are doing. Partnerships with parents are strong. Parents comment that the childminder is caring and kind and has good relationships with their children. n The childminder provides the children with an exciting curriculum. She follows their interests and builds on what they already know and can do. For example, she helps to extend the children's hand-to-eye coordination and control of using tools. The childminder introduces the children to a magnetic fishing game. The children are enthusiastic as they play the game. They gradually learn to control

p.2

need to do better?

the fishing rod and catch the fish. They are full of excitement and proud of their achievement as they shout, 'I've done it.' n The childminder finds out about the experiences children have at home. For example, most of the children she childminds travel to places in cars. To broaden their knowledge of travelling, she creates further opportunities for them. For example, she takes them on buses to the local farm and to learn about animals. Also, she walks with the children in the local community to the park, which helps to extend their physical skills.

p.2

need to do better?

8 March 2022 n The childminder encourages positive behaviour and teaches children how to take turns by joining in with their games. This is evident as children play a matching game. They listen to instructions as the childminder explains how to play. They say, 'your turn' and pick up a card. They help each other to decide where to place the card. They laugh as they find yellow sheep and pink pigs on the cards. n The childminder provides clear hygiene routines for children to follow. She ensures that they have water to drink at all times. She supports children to develop their growing independence skills. For example, she encourages them to wash their hands after using the bathroom. She also encourages them to help themselves to a drink of water from their own water bottle. This supports children's future learning and readiness for school. n In the main, the childminder supports children's communication and language

p.2

need to do better?

skills well. She gets down to children's level to talk with them and engages children in conversations as they play. However, the childminder does not model the correct pronunciation of words. She does not correct some words when children mispronounce them. This means that the childminder does not fully support children's speaking skills. n The childminder knows what she wants the children to learn with regards to mathematics. She provides activities which promote the recognition of numbers. For example, children view and recognise the numbers in the fishing game and water beads. However, the childminder does not always help children to extend their mathematical knowledge. For example, she does not support children to make frequent use of mathematical words in their everyday activities or practise their counting skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder attends regular safeguarding training to keep her knowledge current. She has a good understanding of how to protect children and keep them safe from harm. The childminder knows the referral procedure that she must follow if she is concerned about a child's welfare. She understands the steps to take if an allegation is made against a household member. The childminder understands other safeguarding issues, such as female genital mutilation and the 'Prevent' duty. She supervises children well. The childminder carries out risk assessments daily to identify and remove any hazards to ensure that the premises are safe and secure.

p.3

should:

n strengthen the modelling of language in order to support children's speaking skills, paying particular attention to the correct pronunciation of words n support the development of children's mathematical skills and knowledge.

p.3

Setting details

Unique reference number EY467407 Local authority Derbyshire Inspection number 10075542 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 5 Date of previous inspection 3 March 2016

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Long Eaton, Nottinghamshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays, the 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 2.

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 she organises and implements her curriculum. n The childminder and the inspector evaluated an activity together. 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 inspector viewed written statements from parents and took account of their

p.5

Inspection activities

views. n The inspector had a discussion with the childminder about her training and how she evaluates her practice. n The childminder showed the inspector relevant documentation, including evidence of her suitability.

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.

p.5

Inspection activities

8 March 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6