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 arrive and separate happily from their parents. They are welcomed warmly by this caring childminder. Children confidently explore the activities on offer and talk to the childminder about what they have done with their families at the weekend. The childminder shows a real interest in what children have to say and provides prompts to help to extend their discussions further.

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The provision is good

Children learn to behave well. They generally share toys appropriately. When they show frustration, they are skilfully supported by the childminder and gently reminded about the expectations for their behaviour. When children occasionally become upset, they are encouraged to take time to rest and are welcomed back to play when they are ready and feeling better. Older and younger children play calmly alongside each other as the childminder talks to older children about being kind and caring.

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The provision is good

Children enjoy taking part in adult-led activities with the childminder. They draw on their past experiences as they join in a sand activity. Children point at pictures of the beach displayed on the wall and talk about how they remind them of a trip to the beach that they enjoyed with the childminder. These wider experiences support children's learning and development.

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need to do better?

n The childminder has a good understanding of what children can already do and what she wants them to learn next. She plans a well-sequenced curriculum that supports children to develop their skills, and she provides appropriate toys and activities. For example, she provides opportunities for children to develop their small-muscle skills, such as games with tweezers for the older children and digging with small trowels for the babies. n The childminder uses songs and stories to support children's communication and language skills. She introduces new vocabulary to children throughout their play and comments on what they are doing, using open-ended questions to extend their language. However, the childminder does not always consider the impact of distracting noises in the environment to support her vision for helping children to develop their communication and language skills. For example, during snack

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need to do better?

times and adult-led activities, nursery rhymes are left playing in the background. n The childminder adapts her interactions with children to support their individual developmental stages. For example, she engages older children in an animal matching game and uses this as an opportunity to introduce younger children to new animals and the sounds that they make. This means that all children's learning needs are well supported through each activity provided. n The childminder guides children through the routines of the day. She provides

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need to do better?

22 May 2023 children with reminders about what comes next and encourages them to move between the activities of the day. She praises children as they tidy up their games, without being prompted, ready for snack time. However, at times, the childminder does not make the most of the opportunities for children to practise their independence skills. For example, although children take off their coats, they are not encouraged to hang them up. n The childminder is committed to her own professional development. She attends regular training, such as safeguarding and child development, to keep her knowledge relevant and up to date. The childminder is passionate about evaluating her setting and making improvements where needed to meet children's individual needs and constantly improve the service she provides. n The childminder understands the importance of building good relationships with families. She seeks parents' views through regular questionnaires and uses their

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need to do better?

feedback to make changes to the setting where needed. The childminder has a clear system for settling new children into the setting and works closely with parents to carry out initial assessments of children's stages of development. Parents comment that the childminder works with them to match their home routines. This supports children to settle into the setting quickly.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder recognises the signs and symptoms of different types of abuse and has attended training, such as 'Prevent' duty training, to secure her knowledge of local safeguarding concerns. She is confident in her responsibility to report concerns about adults in the setting should these occur. The childminder knows how and when to escalate concerns about children to external agencies where this may be required. She carries out daily checks and regular risk assessments of the indoor and outdoor environments to ensure children's safety.

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should:

n reduce distractions which cause children to lose concentration and focus during play, to fully support their learning n maximise opportunities for children to be independent as part of daily routines.

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Setting details

Unique reference number EY363354 Local authority Derbyshire Inspection number 10280126 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 6 Number of children on roll 7 Date of previous inspection 20 September 2017

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Information about this early years setting

The childminder registered in 2007 and lives in Glossop, Derbyshire. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3.

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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 childminder accompanied the inspector on a learning walk of the setting and discussed how she organises and implements her curriculum. n The inspector observed interactions and the conversations between the childminder and the children and considered the impact on children's learning. n The childminder took part in a joint observation with the inspector. n The childminder showed the inspector a range of documentation, including documents relating to her suitability. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact on children's learning.

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Inspection activities

22 May 2023 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

22 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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