Childminder in Derbyshire

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children are happy and settled and enjoy the company of the childminder. They are familiar with the routines set by the kind and caring childminder. Children are confident in their environment and generally select toys of their choice. The childminder assesses children's learning and identifies what they need to learn next. However, she does not use this information to consistently plan and provide activities which help children build on what they already know and can do. The resources and activities she sets out do not offer children age-appropriate challenges. At times, daily routines are disorganised and not consistently used to further children's learning. Consequently, children often flit from one activity to another or wander with little to interest them.

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The provision requires improvement

Nevertheless, overall, children behave appropriately. The childminder helps children to learn how to share toys and take turns. Children provide one another with cuddles as one way to say sorry and be kind to one another. Children's communication and language development are supported well. The childminder provides running commentaries and singing time to help support children's growing vocabulary. Children happily attempt to sing along to familiar nursery rhymes and participate in action rhymes together, such as holding hands to row a boat.

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need to do better?

n The childminder has addressed the recommendations raised at her previous inspection. For example, the childminder has re-organised her playroom to create more space for children to explore toys and resources, such as pushing toy cars on the floor to support their physical development. However, weaknesses linked to improving the planning of activities remain. The childminder does not have the knowledge and skills to consistently help support children's development and progress. n The childminder plans activities and experiences to support children's early language and physical skills. For example, children join in with singing sessions and enjoy trips to the park. However, the childminder does not carefully consider the varying ages and abilities of the children when planning activities. For example, she provides children with a colouring activity that is not age- appropriate for very young children. These children quickly lose interest in the

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need to do better?

activity and move away. Consequently, children are not supported to extend existing skills or develop their understanding further. n The childminder helps some children build on their identified learning, such as mathematical skills. She uses a range of mathematical language during play sessions. The childminder helps children learn to count and subtract as they sing counting rhymes together. n The childminder helps to raise children's confidence and self-esteem through

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need to do better?

4 March 2024 praise and encouragement. She uses words such as 'well done', 'good boy' and 'good girl'. This encourages children to try more challenging apparatus during their visit to the local park. They practise using their large muscles and balancing skills as they climb, slide and run. n The childminder helps children learn to be safe. She implements road safety practices into her daily walks with children, such as when going to the park. The childminder builds on children's understanding of when it is safe to cross the road. n The childminder encourages children to be independent. For example, the childminder role models to the younger children how to eat using a spoon. Younger children copy the childminder as they start to build on this skill. Older children put on their shoes and coat by themselves. n The childminder has a positive working partnership with parents. She regularly shares information with parents about what children have been playing with.

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need to do better?

Parents' written comments are positive and praise the childminder for her home- from-home environment for their children to play in. n The childminder helps children to build secure attachments with her. Younger children happily sit on the childminder's knee as they participate during singing time. Older children confidently tell the childminder what they would like to play with and proudly show off their attempts to write their name.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

develop your knowledge and understanding about how to provide activities and experiences that focus on what each child needs to learn next based on their stage of development, emerging needs, and interests 09/04/2024

p.3

Due date

ensure the curriculum consistently builds on what children already know and can do, to help them make good or better progress in their learning and development. 09/04/2024

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Setting details

Unique reference number EY298256 Local authority Derbyshire Inspection number 10287494 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 12 Number of children on roll 15 Date of previous inspection 28 March 2023

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Information about this early years setting

The childminder registered in 2005 and lives in Long Eaton, Derbyshire. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder occasionally works with an assistant.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The childminder and inspector completed an evaluation of an observation of an activity together. n The inspector observed the quality of teaching during activities and assessed the impact this had on children's learning. n The inspector took account of the written comments of parents. n The inspector spoke with the childminder and the children at appropriate times throughout the inspection. n The childminder provided the inspector with relevant documentation, including evidence of qualification certificates.

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Inspection activities

4 March 2024 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

4 March 2024 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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