Howell, Stacey Dawn

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 are happy and relaxed in the nurturing environment that the childminder provides. They demonstrate their secure attachments as they climb up onto the childminder's knee and snuggle in for a cuddle. Children learn how to build positive relationships with others from an early age. The childminder skilfully supports children to make compromises with their peers. For example, when the children want to take part in different activities, she helps them to negotiate and come to an agreement.

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The provision is good

Children have many opportunities to develop their communication and language skills. The childminder encourages children to develop a love of books. For instance, the children eagerly rush over to the book corner ready to listen to a favourite story. The childminder makes the story exciting, as she changes her voice and tone to fit with the characters in the book. Children are engrossed from start to finish. They use their recall skills to remember what happens next, and they finish the childminder's sentences. She brings the story to life by using different body movements and gestures. The children copy the childminder and smile as they circle their arms, pretending to stir the ingredients in a cauldron. They place their hands above their eyes, searching for the lost items, then giggle as they roar like a dragon.

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need to do better?

n The childminder provides children with opportunities to use their imagination and problem-solving skills. For example, children use building blocks to create a bridge. They take turns adding blocks until it is big enough for their vehicles to zoom through. The childminder challenges the children to see if they can make it big enough for a train to fit through. They cheer with delight as they accomplish their mission. n The children benefit from daily fresh air and exercise as they explore their local environment. They regularly visit the local woodland, park, and forestry centre. The childminder ensures that children have a broad range of experiences, helping them to learn about the wider community. For instance, they visit the post office and fire station and go to the local charity shop to buy items to support the delivery of the curriculum. n Children show great independence at mealtimes and are confident in their own

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need to do better?

abilities. They help to set the table and prepare their meal. Children spread butter onto their wrap, sprinkle it with cheese and roll it up. The childminder encourages children to make healthy choices. They have water or milk to drink, and she provides nutritious snacks and meals. Children show good hygiene practice by washing their hands at appropriate times. n The childminder plans a curriculum tailored to meet children's individual needs

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need to do better?

31 October 2022 and interests. For example, the children enjoy being creative in the outdoor kitchen. The childminder extends their learning by adding kitchen utensils, 'potions' and a chalkboard for mark making. The children work together, collecting 'potions' and mixing them in saucepans with grass and soil. The childminder uses descriptive language such as 'witches stew' and 'bubbling broth' to extend the children's vocabulary. However, the curriculum is not always delivered consistently. For example, during some activities, the childminder does not focus on the learning intentions. As a result, some children lose interest quickly. n Parents comment positively about the care and experiences their children receive. They compliment how the childminder provides a safe and evolving learning environment. Parents state that every day is filled with fun, laughter and friendship, saying that no day is ever the same. The childminder provides

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need to do better?

parents with ideas of activities to do at home with their children. This enables parents to extend children's learning even further. n The childminder demonstrates commitment to her role. She works closely with other childminders to share ideas for activities and experiences. The childminder reflects on her practice. She takes steps to deepen her knowledge and skills through research and training. The childminder then uses this to further enhance the learning opportunities for children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her responsibility to safeguard children and ensures her knowledge is kept up to date. She is aware of the possible signs and symptoms that may indicate a child is at risk of harm. The childminder understands how to report any concerns, including any allegations made against her or a household member. The childminder supports children to keep themselves safe. For example, she uses outings as an opportunity to promote road safety. The childminder keeps attendance records on children and carries out risk assessments to minimise any potential risks.

p.3

should:

n strengthen the implementation of the curriculum to ensure all children remain engaged and receive experiences that extend their learning.

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Setting details

Unique reference number EY462292 Local authority Derbyshire Inspection number 10068148 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 18 April 2016

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Information about this early years setting

The childminder registered in 2013 and lives in Swadlincote. The childminding provision operates Monday to Friday, from 7.30am until 6pm, all year round, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3 and can offer places to children in receipt of early years funding.

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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 provision. n The childminder and the inspector completed a learning walk across all areas of the setting to understand how the early years provision and the curriculum are organised. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector took account of the written views of parents provided by the childminder. n A joint evaluation of a teaching activity was carried out by the childminder and the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke to children at appropriate times during the inspection.

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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

31 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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