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 Good

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The provision is good

Children are happy in this childminder's home. The childminder is friendly and builds strong relationships with children. Children snuggle on the sofa to look at books with the childminder. Together, they sing about a rocket that zooms to the moon. Young children scream with delight as the childminder sings 'zoom, zoom, zoom'. The childminder encourages the children to copy her actions, which they do so willingly. They laugh and giggle together as they pretend to fly the rocket to the moon. This provides opportunities for children to express themselves and develop their physical skills.

p.2

The provision is good

Children are safe and secure. They are eager to play outside. The childminder guides the children as they negotiate the steep steps outside. She reminds the young children to hold her hand and counts 'one, two, three we've done it' as they reach the bottom, which develops children's confidence. Children love chasing bubbles as they float around the garden. The childminder shouts 'pop' and claps her hands. This encourages young children to run and attempt to catch the bubbles with excitement, which helps to develop their hand-eye coordination and strength in their arms.

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need to do better?

n The childminder follows children's interests and understands how they learn through play. She provides a curriculum that helps children's future learning. For example, she encourages young children to use their small-muscle skills well as they engage in playing with the play dough. Children squeeze and poke the play dough and hold the rolling pin in their hands. This helps to strengthen their fingers and hands, in readiness for holding crayons and making marks. n The childminder encourages the children to develop their physical skills well. For instance, young children push walkers and scramble through tunnels in the garden. They enjoy playing with balls and learning to kick and throw. The childminder gently demonstrates how to perform these skills. She interacts with the children, who throw and kick the ball back and forward to the childminder. n Overall, the childminder promotes children's communication and language skills

p.2

need to do better?

well. She reads stories and sings songs with children. She consistently provides narratives for young children as they play. This helps children to hear and begin to understand words. However, on occasion, the childminder does not use the names of objects she refers to and instead calls the objects 'it' or 'them'. As a result, she is not enriching young children's vocabulary even further. n The childminder encourages good hygiene routines. For example, children wash their hands frequently. Young children feed themselves and are beginning to use a spoon. They know how to lift the lid on their water container to have a drink. They move around the room confidently and choose what they want to play

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need to do better?

18 May 2023 with. These opportunities and encouragement from the childminder help to develop children's self-care skills from an early age. n The childminder encourages positive behaviour effectively. She talks to the children in a calming and reassuring manner as she takes care of them. Young children are beginning to listen to the childminder and learn how to respect the toys they play with. For example, the childminder reminds young children not to throw the toys and explains in a clear way that they only throw balls. n Partnerships with parents are strong. Parents say that the childminder is caring and kind with their children. The childminder keeps parents up to date about their children's learning. She talks to parents about their children's learning and sends them photos of their achievements. n The childminder takes children on lots of outings, such as to the local park, woodlands and pond. This enhances the children's experiences from home and

p.2

need to do better?

extends their understanding of nature and the world around them. n The childminder is reflective and strives to improve the outcomes for children. Sher extends her professional development. For example, she has completed training on children's play. This has helped her to let the children explore the environment more independently.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder attends regular safeguarding training to keep her knowledge up to date. She has a good understanding of how to protect children and keep them safe from harm. The childminder knows the referral procedure and understands the steps to take if an allegation is made against a household member. She demonstrates a good knowledge of safeguarding issues, including female genital mutilation and the 'Prevent' duty. The childminder reminds children to play safely and carries out risk assessments to ensure that the premises are safe and secure.

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should:

n strengthen knowledge around the use of nouns, to extend young children's vocabulary skills even further.

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Setting details

Unique reference number EY493063 Local authority Derbyshire Inspection number 10285527 Type of provision Childminder

p.4

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 9 Date of previous inspection 9 October 2017

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Aston-on-Trent, South Derbyshire. She operates during term time from 8am to 5.30pm, Monday to Thursday, except for bank holidays, inset days and family holidays. The childminder has early years professional status.

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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 had a learning walk of the childminder's provision and discussed how the childminder 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 has on children's learning. n 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 inspector spoke to parents by telephone and took account of their views. n The inspector had a discussion with the childminder about her training and how she evaluates her practice.

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Inspection activities

n The childminder showed the inspector relevant documentation, including evidence of her suitability to work with children.

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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

18 May 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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