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 are confident to approach adults and engage in conversation about what they are doing. They are inquisitive, and ask questions about their surroundings and about what is going to happen next. They enthusiastically engage in a range of activities that enable them to demonstrate and extend their skills. For example, in mark making and recognising colours and shapes. Toddlers enjoy stories and songs that they know well, and join in with singing and actions. Children enjoy exploring the garden. They look closely at the flowers, appreciating the different smells of plants, and talk about the bees and snails.

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The provision is good

Children's individual interests are encouraged, and when one of the children spontaneously starts to sing a line of a song, the childminder helps everyone to join in and complete the whole song. Children are excited by their achievements, and the things they can do. For example, they exclaim, 'Wow, I can do it,' when they jump in and out of a bowl of water while playing in the garden.

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The provision is good

Children regularly engage in warm and encouraging interactions with the childminder. They have a sense of security, self-esteem and well-being. For example, toddlers say that they are happy, and show this through their relaxed manner and smiles.

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need to do better?

n The childminder knows the children and what they need to do next, to extend their learning and development well. She follows the interests of the children, and is attentive to their individual strengths and talents. For example, when one of the children picks up a ball of string, the childminder encourages all the children to join in to use the string to see who is the tallest. However, at times, activities focus on a number of different skills and knowledge in a short space of time. For some children, this makes it harder for them to consolidate their learning. n The childminder helps children to deepen their learning by talking about things that they have done earlier in the week. For example, she asks them, 'Can you remember when we talked about ice yesterday, and how it melts into water?' She also uses activities planned around themes, for example, sunshine and summer or under the sea. This extends children's vocabulary, as they learn new

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need to do better?

words, such as beehive and honey. n Activity is adapted to promote the next steps for each child. For example, when supporting children to cut their own apple slices at lunchtime, the childminder starts the cut in the apple at different depths for each child. This helps them to develop their fine-motor skills. n The childminder speaks clearly and often with the children, encouraging them to

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need to do better?

14 July 2022 engage in conversation. This helps them to develop their communication and language skills and become confident speakers. n Children have many opportunities throughout the day to develop their understanding of numbers and mathematics. For example, they sing counting songs together such as one about monkeys jumping on a bed, and match the number of items on picture cards with the correct number card. Concepts such as faster and slower, over and under and up and down are introduced to the children using a mini version of a parachute game. Children sit around a large cloth and move it to match the actions in the song they sing. n Children behave well and enjoy playing together. The childminder supports children's learning about sharing and cooperation, with guidance, such as 'use kind hands'. She deals with any incidents of children forgetting how to manage their own behaviour and emotions in a positive and clear way so children

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need to do better?

understand what is expected and why. n Children develop independence as the childminder encourages them to do things for themselves. For example, toddlers are encouraged to manage their own clothing when going to the toilet, put their own cushion away after a sitting activity, and help to tidy up before lunchtime. n Parents say that their children are very happy in the setting and that they are progressing well. They describe how the childminder provided extra support for children who had been born during the COVID-19 pandemic restrictions when they first attended, and this helped them settle in well. Parents are confident in the care and learning opportunities being provided.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of the indications of possible abuse or neglect and knows how to respond. She has measures in place to keep the children safe online. For example, no children's faces appear on her social media page and children are only included with parental agreement. The childminder is aware of any potential risks in the setting and has measures in place to provide a safe environment for children. She keeps her knowledge about safeguarding up to date by attending training each year. The childminder supports parents to keep children safe by sharing her safeguarding policy with them.

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should:

n focus on fewer areas of learning in an activity to enable younger children to deepen their knowledge, understanding and ability to remember what they are learning.

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Setting details

Unique reference number EY556086 Local authority Derbyshire Inspection number 10174718 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 6 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Dronfield. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a recognised childcare qualification at level 3.

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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 observed the quality of education during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector and the childminder conducted a learning walk together. n The inspector looked at relevant documentation. n The inspector spoke to a number of parents during the inspection and took account of their views.

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Inspection activities

14 July 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

14 July 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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