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 Requires improvement

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The provision is good

Children enjoy their time in the childminder's home. The childminder recognises children's interest in Easter and new-born animals. To this end, the childminder and her assistant help children to explore Easter-themed activities. The assistant helps children to search through shredded paper to find colourful plastic eggs. Children are encouraged to find out what is inside. They carefully open the eggs, showing delight as they find chicks, smaller eggs and feathers. The childminder introduces new language and explains how chicks hatch from eggs. Children draw Easter baskets where the childminder helps them to hold and position pencils correctly. Children follow dots to draw lines and zig-zags on paper. This helps them to strengthen their small muscles and develop the skills they need for early writing.

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The provision is good

Children are provided with opportunities to develop their coordination skills. They use their muscles to stretch and bend as they play throw and catch with the childminder's assistant. The childminder suggests they move closer to each other when children miss the ball. As a result, children persevere and try again. The childminder reminds children to be aware of others when they throw balls and reverse on ride-on toys. This helps children learn to play safely. The childminder supports two-year-olds as they struggle to roll toys down ramps. She lowers the level of the ramps to allow children to see their cars and eggs roll down. When children squabble over resources, the childminder gently intervenes, supporting them to share. This enables children to return to their play.

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need to do better?

n Parents speak positively about the childminder. They state the childminder develops caring relationships with their children. Parents state their children make new friends and enjoy the variety of activities on offer. They say the childminder ensures they receive regular updates on their children's progress. The childminder shares activity ideas with parents so they can carry on their children's learning at home. n The childminder organises regular professional development opportunities for herself and her assistant. This training has enabled the childminder to further develop and plan the curriculum and reflect on the activities they provide to enhance the provision further. The childminder works closely with her assistant to ensure she fully understands the importance of helping children make good progress. n The childminder ensures mathematical understanding is embedded in children's play. For example, she supports children to learn about colour, speed, shape and

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need to do better?

size. In addition, as children play a matching game with the childminder, she supports them to take turns and find the correct coloured eggs for their game cards. Children show pride when they win and eagerly ask to repeat the game.

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need to do better?

26 March 2024 The childminder's assistant supports children to recognise numbers up to 10. When four-year-old children struggle to identify higher numbers she helps them count the dots to check their thinking. n The childminder plans activities which support children's love of singing. Two- year-olds eagerly join in as the childminder sings familiar songs to them. However, planned story time is not always as well organised. For example, as the childminder reads to children when they are eating their snack, they quickly lose interest and chat with each other about what they are eating. This means children are not able to fully engage in either activity. n The childminder and her assistant are positive role models. They remind children to use good manners, support them to take turns and always speak to children respectfully. To this end, children learn to be respectful of others. They offer to help each other find toys, politely ask to use the toilet and listen to the

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need to do better?

childminder's instructions. n Overall, the childminder and her assistant promote younger children's developing independence skills. Children are encouraged to use cutlery to eat their meals, choose their own activities, and wipe their faces after lunch. However, older children are not always encouraged to do things for themselves ready for when they start school. For example, the childminder and her assistant are quick to complete tasks for older children, including putting on and taking off children's coats. n The childminder ensures children's good health. She ensures children have access to fresh drinking water and provides healthy snacks and meals. The childminder supports children to wash their hands after toileting and before eating. This helps children establish good hygiene routines.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n organise story time sessions within the daily routine to ensure that children are able to fully engage n provide more consistent opportunities for older children to do things for themselves.

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Setting details

Unique reference number EY500234 Local authority Derbyshire Inspection number 10296505 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 18 Date of previous inspection 11 May 2023

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Information about this early years setting

The childminder lives in Belper, Derbyshire. She registered in 2016. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate qualification at level 2. The childminder works with an assistant.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. 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 their intentions for children's learning. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder, the childminder's assistant and the children. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

26 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

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

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