Banyard, Andrea Louise

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 safe at this warm and caring setting. The childminder and her assistant make it their priority to get to know children and their families well as soon as they start at the setting. They plan activities that the children are excited to see. The toys and activities are set out with children's individual interests in mind. The children play happily together. They clearly enjoy each other's company and are learning from one another. They anticipate the routine of the day and eagerly help to tidy away before lunchtime. Snack and mealtimes are social times, as the children enjoying sitting at the table together.

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The provision is good

Children demonstrate positive attitudes towards their learning. For example, they are curious as they find minibeasts in the garden. They are fascinated as they look at the legs on a spider through a magnifying glass. The childminder and her assistant encourage the children to put a tick next to the spider on their list of insects to find. This develops their small-muscle skills as they make marks using felt-tip pens to show which insects they have found. Children show good coordination and large-muscle skills as they climb over frames and up the ladder to get to the top of the slide.

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need to do better?

n Children are confident to join in with activities provided by the childminder and her assistant. The childminder and her assistant plan role-play activities about the King's coronation to promote children's imagination. Children recall stories about the coronation that the childminder and her assistant have been reading aloud. They use language to describe the outfits they dress up in as they pretend to be a king or queen. However, the childminder is not always clear about different ways she can further extend and develop older children's learning during some activities. n The childminder and her assistant provide a language-rich environment, which includes introducing children to a broad range of songs and rhymes. Children thoroughly enjoy joining in. For example, as they wait for lunch to be served, they sing songs with the childminder and confidently join in with the actions. n The childminder and her assistant have a good understanding of all areas of

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need to do better?

learning. They provide a balance of planned activities but also allow children to make their own choices about what they play with. Children follow their own interests as they count the number of gems on a crown they have decorated. However, the childminder does not consistently build on children's interest of mathematics as they play to extend their mathematical skills further. n Children benefit from a healthy diet and learn to make good food choices. The childminder provides a range of well-balanced meals and snacks. Children have opportunities to try new foods and talk about how to look after their teeth and

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need to do better?

28 April 2023 bodies. At mealtimes and when playing, older children are encouraged to use good manners and act as role models for behaviour. n The childminder supports children to develop skills to support their future learning. For example, children are encouraged to be independent, choose their own toys and complete tasks with confidence. This includes putting on their own shoes and preparing their pizza for lunch. n The childminder works closely with parents to ensure that she offers consistent care. She has discussions with them about their children's development and offers advice on how they can support their children's learning at home. Parents report that they feel well informed about their child's day. They feel that they are listened to and are part of the family. They report that children make good progress in the childminder's and her assistant's care. n The childminder's vision is for children to be happy and well cared for and to

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need to do better?

thrive in their learning and development. She uses self-evaluation to reflect on ways to continually improve and seeks the views of children and parents. For example, the childminder uses opportunities in the community, such as delivering donations to a local food bank with the children, to broaden children's experiences of the world around them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have an up-to-date knowledge of safeguarding and child protection issues. She is knowledgeable about types of child abuse and is confident about how to recognise when a child is at risk. She knows the agencies to contact if she is concerned about a child. The childminder completes daily checks to ensure that her home and outdoor area are safe and secure. The childminder ensures that her home is safe for children's play and uses child-safety equipment to minimise risks. For example, she has a stairgate to prevent children entering the kitchen.

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should:

n extend the planning of activities so that they build more consistently on children's existing knowledge and skills to help them make even better progress n build consistently on children's interest in mathematics to help them develop skills to support their future learning even further.

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Setting details

Unique reference number EY398922 Local authority Derby Inspection number 10263374 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 18 Number of children on roll 11 Date of previous inspection 28 April 2017

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Information about this early years setting

The childminder registered in 2009 and lives in Spondon, Derby. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder has a relevant qualification at level 3. She works with an assistant. The childminder provides funded early education for two- and three-year-old children.

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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 her evaluation of the setting. n The inspector observed a range of play activities in the childminder's home and garden. She considered, with the childminder and her assistant, the impact of teaching on children's learning and development and discussed children's progress. n The inspector and childminder completed a learning walk around the setting. They discussed how the environment is organised and the curriculum planned to support children's learning. The inspector took account of how the childminder completes risk assessments to ensure that children remain safe. n At appropriate times during the inspection, the inspector spoke to the children and the childminder and her assistant. She also took account of the written

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Inspection activities

views of parents. The inspector observed the quality of interactions between the childminder and her assistant and the children attending. n A sample of documentation that supports the effective management of the childcare was viewed by the inspector. This included evidence of qualifications, the suitability of the childminder, her assistant and other household members, and a sample of policies.

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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

28 April 2023 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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