Elliott, Daniella Marie

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children demonstrate a positive attitude to learning. For example, when they show good hand-eye coordination as they fill jugs with water, they smile and proudly say 'I filled it'. They receive praise from the childminder for their achievements, helping to raise their self-esteem. Children are supported by the childminder to share toys with their friends, promoting positive behaviour. Children know the routine in the childminder's home and this helps them to feel secure. For example, when children wash their hands, the childminder sings a song to them to encourage them to wash them thoroughly for a set amount of time. This helps to promote good hand- hygiene routines. After children finish lunch, children ask for their sleep mats, understanding that they now need to rest and sleep.

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The provision is good

Children have opportunities to develop a love of books. When younger children select books, the childminder points and names the images they see on the pages, supporting their speaking skills. Children hear the childminder use different tones in her voice when she reads stories, to capture their attention. Children receive suggestions from the childminder to extend their learning. When they play with toy vehicles on grass, she offers an idea to roll them down a slide to see which one goes the fastest. This encourages children to explore and to consider other ways of using the toys and resources.

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need to do better?

n The childminder is skilled at identifying when children need her support and when they prefer to play and learn on their own. One example of this is when younger children repeatedly open a gate, climb a step and close a gate behind them. The childminder gives children time and space to practise their physical skills of climbing and to develop an understanding of how objects work. n The childminder supports children to build on their communication and language skills. For example, when children look at her chickens in the garden, she explains that they are 'pecking'. Children copy saying the word, helping to develop their understanding and vocabulary. n The childminder uses her observations and assessments to help identify what children need to learn next. However, some of the ways in which she plans to help children to develop their self-care skills is not supported consistently. For example, when she wants children to drink from an open cup, she does not

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need to do better?

always offer them opportunities to do this. n The childminder helps children to learn skills for the future, such as developing muscles in their hands for future writing. For example, she explains to children how to use tweezers and pipettes. Children use these tools and persevere to pick up items with tweezers and water with pipettes. n Since the COVID-19 pandemic, the childminder recognises that children have not

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need to do better?

13 June 2023 had many opportunities to socialise with others. Therefore, she takes children to play groups and to mix with other childminders and their minded children. This helps children to manage their behaviour when they play with others. n The childminder extends her professional development. She reads information online to help extend her knowledge of how to provide more outdoor opportunities for children. This includes encouraging children to confidently explore and investigate nature independently. The childminder takes children to attend forest sessions where they have opportunities to climb trees and to learn about fire safety. This helps to broaden the experiences children receive. n The childminder shares photos and information about children's learning with parents daily. This helps to keep them informed about their children's day. Parents comment that the childminder offers their children a home-from-home,

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need to do better?

enriching and loving environment. n Children's behaviour is managed consistently by the childminder. She has rules and boundaries in her home, helping children to understand what is expected of them. The childminder gives children words to use to help them to take turns to play with toys, such as 'Can I have a go please?' n The childminder helps children to learn about healthy foods. She plans activities where children cut open fruits to see what is inside. Children have opportunities to feel and touch fruit and vegetables frozen in ice. However, when the childminder plans some adult-led activities, she includes many different elements. This results in children flitting from one aspect to another without fully embedding new skills and learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder carries out daily checks in the environment to ensure it is safe for children. If other people arrive to collect children, the childminder phones parents before letting children go. This is to ensure that children leave her care with a suitable adult. The childminder shares books with children to help them to understand about how they can keep themselves safe when they use the internet. Information is given to parents to keep their children safe when they use the internet at home. The childminder understands her responsibility to safeguard children. She knows how to identify the signs of abuse and where to report any concerns about children's safety and welfare.

p.3

should:

n strengthen opportunities for children to develop their self-care skills n provide opportunities for children to practise new skills and learning during planned activities.

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Setting details

Unique reference number EY447517 Local authority Derbyshire Inspection number 10265296 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 6 Date of previous inspection 1 June 2017

p.4

Information about this early years setting

The childminder registered in 2012 and lives in New Tupton, Chesterfield. She operates all year round from 7.30am until 5.30pm, Monday to Thursday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children. The childminder holds an appropriate level 3 qualification.

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Inspection activities

n This was the first routine inspection the childminder has 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 and inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities, both indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation and evidence of the suitability of persons living in the household. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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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 June 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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