Julie Bottomley

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

p.1

The provision is good

Children are keen to explore and investigate the toys and resources in the childminder's home and garden. They show good imagination when they use water and foam rollers to pretend to decorate a play house. Children are physically active in the garden. They smile and laugh with their friends when they run around and play chasing games. Children show confidence when they ask to put on a show for the childminder and their friends. They take it in turns to show their balance and coordination when they hop and jump.

p.2

The provision is good

Children have opportunities to learn about how to care for and to be kind to animals. For example, children take an interest in looking at and feeding the childminder's guinea pigs. The childminder knows the children well and how to support them to learn new skills. For example, children develop the muscles in their hands when she shows them how to use a toy vehicle to make marks in dough. Children copy and find tools to make their own marks. Children learn how they can keep themselves safe. For example, when they walk with the childminder in the street, she talks to them about stranger danger and road safety.

p.2

need to do better?

n The childminder offers children plenty of opportunities to learn about their local community and to develop their social skills in different situations. For example, she takes children swimming, on nature walks, to parks and to attend story sessions at a library. Parents appreciate that the childminder takes their children to different places of interest. This helps to broaden the experiences that children receive at home. n When children first start attending, the childminder speaks to parents about what their children already know and can do. She uses this information, along with her own observations, to establish what children need to learn next. The childminder plans activities to encourage children, for example, to develop their hand-and-eye coordination. Children use scoops to transport birdseed into bowls. However, occasionally the childminder does not plan activities well enough to maintain younger children's interests. They sometimes become

p.2

need to do better?

distracted and do not concentrate. n Children are encouraged to complete tasks on their own. They receive minimal support from the childminder to pour their own water to drink at snack time. The childminder supports children to use safety knives to cut up fruit. n The childminder gives children verbal praise and encourages them to share. For example, when children gather toys around them, she asks them to give one to their friends. They do this willingly. n The childminder gathers feedback from parents to help her to reflect on her practice and what she offers their children. She exchanges toys and resources

p.2

need to do better?

23 August 2022 with other childminders. This helps her to provide children with a range of learning equipment. Recent improvements include adding a play house to the garden for children to use to further develop their imaginative play. n The childminder shares information about children's achievements with other early years settings they also attend. She speaks to teachers about children's learning before they move on to school. This helps to promote consistency in their development. Children are supported to be emotionally ready for their move on to school. For example, they are provided with opportunities to meet their new teacher in a local park. This helps children to become familiar with, and to interact with, the person who will be caring for them. n Overall, the childminder supports children's communication and language skills well. She talks to children when she plays alongside them. The childminder asks

p.2

need to do better?

older children a good range of questions to encourage their thinking skills. However, she has not extended her professional development to help increase her knowledge of how to support younger children's early speaking skills. For example, occasionally she uses familiar ways to say things, such as 'doggies' for dogs and 'nana' for banana. Although these words may help children's understanding, this means that young children do not consistently hear the correct pronunciation of words.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands the signs and symptoms that could indicate a child is at risk of harm or abuse. This includes if children are being drawn into radicalisation. The childminder knows where to report concerns about children's welfare. She understands the procedure to follow if an allegation of abuse is made against herself or a family member. This helps to keep children safe. The childminder maintains a safe and secure environment for children to play. She ensures that children leave her care with a person known to their parents. For example, she asks parents for passwords and photos of people she does not know.

p.3

should:

n plan activities more thoroughly to maintain younger children's interests n strengthen professional development to increase knowledge of how to develop opportunities for children to hear the correct pronunciation of words.

p.3

Setting details

Unique reference number EY552109 Local authority Derbyshire Inspection number 10174401 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 12 Number of children on roll 20 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Chesterfield. She operates all year round from 7.15am until 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four- year-old children. The childminder works occasionally with an assistant.

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 childminder and inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

p.4

Inspection activities

23 August 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.

p.4

Inspection activities

23 August 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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