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 enjoy being with the childminder. They are happy to play simple games with the childminder, such as finding a shape or naming a colour. Two-year-old children use their imagination as they play with dolls in a playhouse. The childminder supports the development of this play well. She asks questions and models how to care for the dolls, for example, by giving the doll a cuddle. Children observe and copy this. Babies have freedom to explore. The childminder makes sure the environment is safe as babies crawl around and use furniture to pull themselves up to a standing position. Two-year-old children negotiate steps in the garden safely. They hold on to the wall and walk carefully in the way they have learned, as the childminder gently reminds them how to stay safe.

p.2

The provision is good

The childminder takes the children on a weekly visit to the local library. Children join in with story and singing sessions with others. They learn about how to share and take turns in a larger group. They also choose a library book to take home for their parents to read with them. Children have favourite stories and songs. They join in with songs. They finish familiar choruses when the childminder stops singing, which allows them to take pride in how well they can sing.

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need to do better?

n The childminder understands how to help young children to learn and develop. She uses her own observations of children and information that parents share to involve children in new experiences. For example, children who are interested in cars develop their hand-to-eye coordination by putting cars into the holes in a seedling tray. The childminder then extends this play and children sort the cars into rows of matching-coloured cars, to introduce mathematical activities into the game. n Occasionally, the childminder does not get the level of challenge in an activity right for the children. For example, she introduces concepts to two-year-old children such as balancing a number of objects on a scale with the corresponding numeral. This is too challenging. However, when the childminder realises this, she changes the focus to counting objects and searching for numbers. n The childminder speaks to children clearly. She introduces new words, such as

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need to do better?

'tadpole' and 'froglet', which children use correctly in conversations they have with the childminder. At times, however, the childminder uses baby language, such as saying 'leggies' instead of legs. This practice does not fully support children to use spoken English correctly. n The childminder helps children to understand how to behave acceptably. She reminds them how to share and helps them to take turns when someone else wants to play with the toy they are playing with. She works with parents to

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need to do better?

27 April 2022 make sure children have consistent support. For example, she offers support if a child bites or hits other children when they cannot make their needs known by other methods, such as speaking. n The children have regular, nutritious snacks and meals provided by the childminder. They are prepared to suit the developmental stage of each child. For example, babies have a snack of mashed banana, while two-year-old children have pieces of banana that they can chew. The childminder understands that children's progress in chewing food links to their ability to use their mouth to make different sounds as they begin to say words. n The childminder understands her role as a childminder. She keeps records, such as attendance registers, up to date. When children are aged between two and three years old, the childminder completes the required developmental assessment on each child. She understands that this is to identify any areas of

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need to do better?

concern and knows where she would be able to find support and advice for parents and herself. n The childminder talks to children about the world around them. Children show an interest in nature. They seek out insects as they play, and talk about the ants and spiders they find in the garden with the childminder. n The childminder talks to children about people they see in the community. She develops children's understanding that everyone is different and special in some way. For example, she explains that some people have difficulty reading or speaking and that they may need extra help, and that it is okay for them to ask for help if they need it.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder can discuss the signs and symptoms that indicate a child is at risk of or is being abused. She knows what to do and who to report her concerns to if these situations arise. The childminder's home is safe and secure. She effectively assesses risks. For example, when babies are present, small toys that present a choking risk are placed on play surfaces out of their reach. The childminder talks to older children about safely using the internet to play games or use social media. The childminder has an up-to-date first-aid qualification so that she can act promptly in the event of an accident.

p.3

should:

n consider how challenging some planned activities are to children to make sure they are realistic and achievable n use correctly pronounced words when speaking to children and avoid using 'baby' language or slang.

p.3

Setting details

Unique reference number 2550926 Local authority Derbyshire Inspection number 10205561 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Inkersall, Derbyshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She offers funded early education places.

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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intention for children's learning. n The inspector observed interactions between the childminder and the children. Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation.

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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

27 April 2022 27 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

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

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