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 Good

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The provision is good

All children are confident and settled in the childminder's inviting home, and they are visibly excited to be there. They demonstrate that they feel happy and safe. When the childminder plays music, children enjoying dancing and expressing themselves. The childminder is a positive role model. Children learn to follow and respect the childminder's expectations and boundaries. For example, children consistently use good manners and they are keen to help with daily tasks, such as tidying away. Children are caring towards each other and happily play together. Older children lead by example. They share, with good levels of maturity, and kindly praise each other's work.

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The provision is good

The childminder implements a motivating and challenging curriculum that helps to keep children engaged in their learning. She has high expectations of children and their abilities, and her curriculum reflects this well. Children recall events from the story 'Goldilocks and The Three Bears' as they role play with porridge oats, bowls, and spoons. Younger children concentrate as they scoop up the porridge to fill their bowl. The childminder talks about the size of the bowls. Children learn new vocabulary, such as empty and full, as they describe how much porridge is in their bowl. Older children talk about how the characters in the book may feel. For instance, they understand they could feel sad when their bowl is empty.

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need to do better?

n The childminder implements her curriculum well. She uses effective assessment to identify children's starting points and what they need to learn next. The activities provided are meaningful, as she builds on what children know and what they can already do. The childminder tailors learning to the individual needs of children and their stage of development. n Children benefit from daily opportunities for fresh air and exercise as they play outside or go for walks in the local area. They have varied opportunities to practise and develop their physical skills. For example, toddlers use sit-and-ride toys, learning to steer and negotiate the space around them. Older children learn to use pedal bicycles, strengthening their leg muscles. n Children are excited to join in the activities the childminder offers. However, when they are engaged in these activities, the childminder sometimes moves them on to other activities before they have finished. This stops children from

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need to do better?

consolidating their learning. n The childminder adapts her practice to ensure that children of different ages and stages of development are consistently challenged. For example, during an activity, she challenges older children to make predictions during play. Together they test out if dry porridge oats can stay in the shape of the bowl when tipped over. Children are keen to share their ideas and find out. This encourages

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need to do better?

17 April 2024 children to have a 'can-do' attitude and gives them to confidence to embrace new challenges. n The childminder provides the children with a language rich environment. She uses praise and encouragement to support children to speak and have back and forth conversations. The youngest children make sounds and repeat words consistently. The childminder models language well and repeats back mispronounced words using the correct pronunciation. n Children's independence skills are supported well. They recognise when they are thirsty and access their own water bottles. Young children feed themselves using spoons confidently. Older children open their packets by themselves when eating their lunch and take themselves to the toilet. n The childminder helps to prepare children for their move school. She works closely with the local nursery school that some children attend. She shares relevant information with the nursery staff to support a consistent approach to

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need to do better?

the children's care and learning. n The childminder builds positive relationships with parents and keeps them well informed about their child's day. She sends parents photos of their children. Parents are very happy with the care their children receive. Parents comments express their children are happy to attend the friendly, homely environment the childminder creates. They say their children are developing more confidence. n The childminder aims to continually develop and enhance her provision. She makes good use of online training, such as webinars and courses organised by the local council, to help develop and extend her knowledge. She maintains close contact with her early education partner, who supports her to improve and develop new skills. She keeps all mandatory training up to date.

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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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should:

n allow children time to finish their chosen activities before moving them on to others so they are able to consolidate their learning.

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Setting details

Unique reference number EY501052 Local authority Derbyshire Inspection number 10335381 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 7 Number of children on roll 7 Date of previous inspection 13 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Long Eaton, Derbyshire. She operates from Tuesday to Friday, 8am to 5pm, all year round except for bank holidays, family holidays and a week over the Christmas period. The childminder holds an appropriate qualification at level 3. She provides funded early years education for two-, three- and four-year-old children.

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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 inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided indoors and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector carried out a joint observation with the childminder. n The childminder provided the inspector with written comments about her service

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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

17 April 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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