Childminder in Derby

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 benefit from the home-from-home environment that the childminder creates. They settle well and have close trusting relationships with the childminder, who they respond to positively. Children often snuggle close to the childminder, who provides plenty of cuddles for reassurance. Toddlers love to explore and find things out for themselves. They scream with delight as they watch the cars roll quickly down a ramp. They try rolling different size cars and shout 'wheee' as one car rolls under the table.

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The provision is good

Children behave well and have a positive attitude to their learning. They walk around the rooms choosing what they want to play with. Children join in the activities on offer with enthusiasm and excitement. This is evident as toddlers happily play with the toy farm animals. They develop their small-muscle skills as they pick up animals and pass them from one hand to the other. They relish the childminder's participation, for instance, as she makes animal noises. They copy her as they attempt to make sounds like a pig and cow. This helps children to develop their listening and early speaking skills.

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need to do better?

n The childminder provides children with an exciting curriculum, which helps their future learning. She places a high priority on supporting children's language development. The childminder responds well to young children's verbal and non- verbal communication and provides narratives for toddlers to hear new words as they play. She speaks clearly and uses lots of repetition of words. n The childminder provides older children with opportunities to visit soft-play areas. This enables them to learn to take risks and develop their physical skills. However, younger children's interest in climbing is not as well supported. n The childminder works well in partnership with parents to meet children's individual needs. She finds out about what children know and can do from the parents as they first start. The childminder uses this information to help her provide activities for the children. She regularly talks with parents and sends

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need to do better?

them photos to enable them to see what activities the children are doing. This helps parents understand what they can help their children with at home. n The childminder takes children to places of interest around the local community. This broadens their experiences from home. For example, she takes them to farms to extend their knowledge of where animals live. Also, she maintains an allotment. Here, children can see how fruit and vegetables grow from seeds. They can pick the food once it has grown and use it for their snacks, for instance strawberries and tomatoes. n The childminder supports children's independence. She teaches young children how to hold their cutlery, so they can learn to feed themselves. She shows them

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need to do better?

13 October 2022 how to wipe their hands and faces to help develop their self-help skills. The childminder encourages children to carry out tasks, such as putting the toys away, which they do willingly. This helps to further develop their independence. n The childminder adopts a positive and supportive approach to children's behaviour. Toddlers are willing to have a go and try new things. They concentrate and stay for long periods of time at activities they enjoy. The childminder interacts with children and provides them with plenty of praise. This helps to build on their confidence. For example, children manipulate the play dough. They use cutters for the first time and enjoy poking and pushing at the play dough with their fingers. n The childminder evaluates the quality of her provision. She takes part in online training to gain knowledge and develop new ideas. The childminder implements what she learns into her practice. For example, since completing training on

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need to do better?

school readiness, she now encourages children do more tasks for themselves, such as getting themselves ready to go on the school run.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role to keep children safe. She keeps up to date with changes in child protection legislation by completing mandatory training. The childminder has a good understanding of the signs that may indicate a concern about children's welfare, including abuse and extremism. She knows the procedures to follow to report any concerns of this nature. The childminder's home is clean, safe and secure. She supervises children well and completes risk assessments to identify and remove any hazards to ensure the environment is safe for them to play in.

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should:

n provide more opportunities for younger children to extend their large-muscle skills, paying particular attention to their climbing skills.

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Setting details

Unique reference number EY445187 Local authority Derby Inspection number 10235739 Type of provision Childminder

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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 5 Date of previous inspection 8 November 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Allestree, Derbyshire. She holds an early years qualification at level 3. The childminder operates all year round from 7.45am to 5.30pm, Monday to Thursday, except for bank holidays, the week at Christmas and family holidays.

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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 childminder. n The inspector completed a learning walk of the childminder's provision and discussed how she organises and implements her curriculum. n The childminder took part in a joint observation with the inspector. The inspector considered the quality of education during activities and the impact this had 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 parents wrote statements about the childminder's service, so the inspector

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Inspection activities

could take into account their 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 her relevant documentation and evidence of the suitability of the childminder and her family members.

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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

13 October 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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