Sheridan, Julie

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

p.1

The provision is good

Children are kind to each other at this setting. They practise sharing and turn taking. The childminder supports children to understand their emotions and models to children how to play cooperatively. Children are happy to play with their friends, and the childminder is skilful in providing distraction techniques if they become upset. The childminder explains why certain behaviour is not appropriate. This helps children to learn how to keep themselves safe. Children use their manners, as the childminder reminds them to say please and thank you.

p.2

The provision is good

Children develop their small-muscle skills and practise their hand-eye coordination. For instance, the childminder teaches them how to scoop and pour water into different-sized containers. They learn to show respect for nature when the childminder helps them to gently remove a spider floating in their activity. Children enjoy singing nursery rhymes with the childminder, who teaches them different actions to enable them to join in. Children enjoy looking at books and reading stories with the childminder. They eagerly talk about similarities between the characters in the books and themselves. Children learn how to keep themselves healthy, and the childminder ensures that balanced meals and a fresh supply of drinking water are provided.

p.2

need to do better?

n The childminder encourages children to become independent. Children put on their own wellington boots, jumpers and coats. The childminder teaches children how to fasten the zips on their coats. As a result, children are becoming increasingly independent. However, the childminder does not consistently provide opportunities for children to become independent in their personal care routines. At times, for example, she wipes their faces and cleans their noses for them when they could do this for themselves. n Parents speak highly of the care their children receive from the childminder. They say they receive regular updates from the childminder about the activities their children have been doing. The childminder frequently shares information about what children are learning and how parents can support this at home. n The childminder prioritises children's communication and language skills. She is skilful when asking questions and ensures that she gives children plenty of time

p.2

need to do better?

to think and respond. The childminder introduces new vocabulary related to children's play, such as 'crowns' and 'knights'. As a result, children are able to communicate well about a vast array of subjects which interest them. n The childminder helps children to understand early mathematical concepts. She encourages them to recognise different sizes when they are building a castle, such as 'big' and 'small'. The childminder teaches children to use their fingers to count different objects and identify the concepts of 'more' and 'less'.

p.2

need to do better?

14 August 2023 n The childminder has a good understanding of child development. She quickly identifies when children are at risk of falling behind and shares this information with parents. Children with special educational needs and/or disabilities (SEND) are generally well supported by the childminder. However, the childminder acknowledges that she lacks confidence in this area and does not always swiftly seek advice from external agencies or partners. This does not help children with SEND make the best possible progress. n The childminder spends time with a network of other local childminders. They attend local toddler groups and visit museums, farms and zoos. This allows children to mix with a wider circle of peers, and it helps to develop their social skills and their understanding of their local community. Children are excited to talk about a recent trip when they learned how to stroke a snake. n The childminder places an emphasis on children becoming strong and physically

p.2

need to do better?

active. She teaches them to use scooters and takes them for walks in the local area. As a result, children show confidence as they seek out opportunities to practise using their large-muscle skills in the garden. n The childminder works closely with local schools. She ensures that she shares all information about children who leave her setting to facilitate smooth transitions for children. Children practise the walk to school with the childminder, which helps them to become familiar with their new environment.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder ensures that she keeps her home safe and free from hazards. She conducts regular risk assessments, including when she takes the children on outings in the local community. This helps to keep children safe. The childminder has a good understanding of local safeguarding issues, including radicalisation and extremism. She knows how to identify signs which may indicate that a child is at risk of harm or abuse. The childminder knows what to do in the event that an allegation is made against her, and she understands local reporting procedures if she has concerns about a child.

p.3

should:

n provide further opportunities for children to develop their independence, particularly with personal care routines n strengthen arrangements for contacting external professionals for advice to further support children with SEND.

p.3

Setting details

Unique reference number EY420736 Local authority Derbyshire Inspection number 10289427 Type of provision Childminder

p.4

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 5 Date of previous inspection 24 November 2017

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Sandiacre, Nottingham. She operates all year round, from 6.30am to 5pm, Monday to Friday. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

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 childminder. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. 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 obtained feedback from several parents during the inspection and took account of their views.

p.4

Inspection activities

14 August 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

14 August 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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