Childminder in Derbyshire

Overall effectiveness Good

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

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The provision is good

Children are happy and settled in the childminder's well-resourced home. They have easy access to the variety of resources on offer, which are stored at a low level. During play and everyday interactions, children use a wide range of emotions and feelings. They raise their hands 'up in the air' to represent feelings of satisfaction at persevering with the challenging task of pushing thread through a small hole. Children say, 'I'm keeping, keeping going.' The childminder skilfully offers supportive encouragement. This builds children's confidence and levels of resilience.

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The provision is good

Children actively participate in local church activities. They create poppy wreaths for a Remembrance Day community display. This helps them gain a deep understanding of the world around them. The childminder uses the word 'remember' in age-appropriate and meaningful contexts. Children name and remember children who have now moved on to other settings and to school. The childminder influences children's levels of empathy as they share mixed feelings and emotions.

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The provision is good

The childminder reads the story of 'The Colour Monster' daily, using age- appropriate resources. Children smile and giggle as they predict which colour monster will appear on each page. Children independently check there is safe space around them, stand up and stamp forcefully as the childminder turns the page to reveal the 'Anger Monster'. Children have a clear awareness of linking physical movements to corresponding words.

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need to do better?

n The curriculum the childminder offers is guided by events in the local and wider community and based on children's current interests. The childminder knows children's levels of development and adapts her plans to meet their needs. n The childminder keeps parents informed, for example about safety guidelines. She reinforces current initiatives, such as advice that children should not wear coats while in car seats. This helps parents to keep abreast of new, important advice. n Children use natural resources they have collected to create pictures. The childminder encourages them to test out which tools join paper together securely. This promotes their hand-eye coordination. n The childminder introduces new words, such as 'rough', 'textures' and 'acorns'. Children are exposed to new vocabulary, promoting their language development. There are times when the new words offered are not supported as fully as they

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need to do better?

could be using resources that are readily available, such as an acorn. While children learn the word, they do not necessarily develop understanding.

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need to do better?

2 November 2023 n The childminder teaches children how to care for pet animals by practising gentle stroking actions. Children are taught not to poke their fingers into a cage and what the consequences are. Children show high levels of self-assurance and respect. n Younger children learn that 'tears' and crying link to different feelings, including being sad, upset, worried and unwell. The childminder skilfully reminds children that 'all kinds of tears' are fine to experience. Children learn that emotions and feelings are dependent on different events and circumstances. Parents confirm how children recall their previous learning about emotions and feelings which they talk about at home and with extended family members. n The childminder is calm and polite. Younger children watch her closely as she settles children who are feeling unwell. They independently offer their hand to the unwell child to give comfort and reassurance. They are emotionally secure

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need to do better?

when behaviours of others change. n Children independently carry out the correct procedures of washing their hands by wiping the palms, the back of their hands and in between their fingers with their own flannels. They access the handwashing unit with confidence. n Children have active involvement in a nearby allotment. They take responsibility to assess risks for themselves. They start to learn the impact of how different weather elements can affect their own safety. For instance, they consider the safety of logs they balance on after heavy rainfall. n The childminder extends children's learning by offering them different activities to refine their skills, for example walking along low-level, flat boards. Children practise and develop stability, balance and confidence levels, which they go on to apply to outside environments. n The childminder helps children learn through open, honest discussions about

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need to do better?

people's differences. For example, they learn about how mobility aids can support walking. They apply high levels of mutual respect and tolerance by watching, caring and demonstrating feelings with understanding. n The childminder invites children and parents to join her for 'breakfast and chat' times to develop their personal relationships. The quality time and interactions support the good mental health and well-being needs of all those involved.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of the steps to take should she believe a child is at risk of harm. She can recognise signs and symptoms of abuse. She understands how and where to report any allegations of abuse. She keeps up-to- date contact details easily accessible and displays written prompts, including barriers for referrals and when to contact Ofsted. The childminder understands cultural aspects of safeguarding and what may give her cause for concern. She keeps her safeguarding knowledge current through training. Children walk in pairs to and from school, away from the kerb. They wear high-visibility jackets to ensure they can be seen.

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should:

n effectively use resources in the setting to connect new vocabulary offered to children.

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Setting details

Unique reference number EY497497 Local authority Derbyshire Inspection number 10305071 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 12 Date of previous inspection 9 February 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Dove Holes, Buxton. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childminding qualification.

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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 childminder. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact this had on children's learning. n The childminder spoke to the inspector about children's learning, with a particular focus on communication and language and enabling children to express their emotions and feelings. n Children communicated with the inspector during the inspection. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with key requested documentation.

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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

2 November 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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