Childminder EY439890

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 play busily in a welcoming and stimulating playroom. They explore their surroundings with interest and excitement. The childminder uses everyday items and natural materials, such as teapots, egg cups, feathers and moss, to entice children to play and use their imagination.

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The provision is good

Children enjoy the company of the childminder and her assistant, and frequently include the adults in their play. They pretend to make lettuce soup with pine cones and leaves, then present this proudly to her with a spoon for her to taste. The childminder asks questions about the soup using ambitious words, such as 'ingredients', and children tell her that the soup has lettuce and noodles in it.

p.2

The provision is good

Children's social skills and speech are developing well. They play alongside each other and join in with each other's activities. For example, two of the older children spent time at the table making marks with crayons on paper. As they drew, they talked to each other about their work.

p.2

The provision is good

Children develop an understanding of how to stay healthy and safe. They follow good hygiene routines. The childminder and her assistant explain to children why they wash their hands and brush their teeth. Children remember that these actions make germs go away so they do not get ill.

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need to do better?

n The childminder and her assistant both have a good understanding of how young children learn. The childminder completed a full review of her practice and found that she was not supporting children to think for themselves and be creative. She has embarked on a training and accreditation course that has significantly changed her approach. Children now have access to numerous everyday and unusual resources, which they use creatively in play. For example, they use petals picked from fresh flowers to represent snow falling on their farm. n The childminder prioritises children's social development and independence in personal care. She recognises that they are at risk of not being ready for the move to school following absences due to the COVID-19 pandemic. The childminder and her assistant model how children can let others join them as they play, and some children who prefer to play alone now allow others to join

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need to do better?

in when they have built a farm. The childminder is also working closely with parents to help children learn how to use the toilet. n Children use words, sounds and gestures to communicate with adults and each other. The childminder and her assistant speak to them throughout the day, providing a commentary on what they are doing or asking questions to introduce

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need to do better?

7 April 2022 new ideas. However, at times, they use slang or 'baby' language, such as 'nana' instead of banana. In addition, the childminder and her assistant occasionally forget to name objects when speaking to children. For example they say, 'Put it over there', rather than, 'Put the book on the table', which slows children's understanding of what words mean. n The childminder has set boundaries for children to follow as they play. During play, children are careful with the items they handle and about how they move around. The childminder and her assistant gently remind children about the rules and how they help to keep everyone safe. Children behave well and respond to the childminder and her assistant when they are asked to think about how their actions might affect others, or how they might damage the resources they are playing with. n The childminder and her assistant work hard to understand how they can meet

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need to do better?

the specific needs of children with special educational needs and/or disabilities (SEND). For example, they are aware that children with SEND may be more vulnerable to abuse and neglect than other children. They liaise with parents and speak to other professionals involved in the care of the children. The have sensible targets for the children, such as stacking one block on top of another to develop hand-to-eye coordination. The children watch and try to copy as the task is demonstrated in different ways. They persevere until they succeed, and are pleased with the way the childminder and her assistant praise them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant can describe the signs and symptoms of abuse. They can explain clearly what they would do if they had a concern about the care of a child when they are at home, or if they had concerns about each other's behaviour with children. The childminder works with other professionals, such as health visitors, to make sure children who may be at risk receive the care and support they need. The childminder provides a safe and secure environment for children to play in. She and her assistant both have up-to-date first-aid qualifications.

p.3

should:

n use correctly pronounced words when speaking to children and avoid using 'baby' language or slang n use the name of objects in sentences and avoid the use of pronouns and adverbs such as 'it' and 'there' when asking children to complete a task.

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Setting details

Unique reference number EY439890 Local authority Derbyshire Inspection number 10231807 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 36 Date of previous inspection 21 September 2016

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Information about this early years setting

The childminder registered in 2011 and lives in Church Gresley, Derbyshire. She works with two assistants. The childminder holds a childcare qualification at level 3. She operates from 6.30am to 6pm Monday to Friday all year round, except for bank holidays and family holidays. The childminder provides funded nursery education for two-, three- and four-year-olds.

p.4

Inspection activities

n This was the first 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 childminder showed the inspector around the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector completed a learning walk together and discussed the childminder's intentions for children's learning. n Children spoke to/communicated with the inspector during the inspection. n The childminder's assistant spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning.

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Inspection activities

7 April 2022 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 April 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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