Thorpe, Anne-Marie

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

The childminder has a good relationship with all the children she cares for. Children are very happy when playing and exploring in her home and garden. They show a close bond with the childminder, as they invite her to join them as they play. The childminder thoughtfully responds to children's needs and interests. For example, she knows children are interested in nature and points out different birds and a visiting squirrel in her garden.

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The provision is good

Children behave very well. The childminder is a positive role model and has high expectations for children's behaviour. She uses gentle reminders to help them learn the clear rules, boundaries and routines she has in place. She explains that this keeps everyone safe and happy. Children learn how to be kind and gain good manners. For example, as children play together, she encourages them to share the resources they are using.

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The provision is good

Children explore the setting with confidence and curiosity. The childminder has organised the environment to enable children to make independent choices in their play. For example, children select bricks to build towers. The childminder encourages children to count how many bricks they have stacked on top of each other to promote their mathematical skills.

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need to do better?

n The childminder provides an ambitious curriculum, which aims to support all children in key areas of learning before they move on to attend school. This includes skills in personal care and independence, such as feeding themselves, dressing and using the toilet. She builds on what children know and can do. For example, the childminder provides lots of opportunities for babies and young children to grasp and manipulate small objects, such as puzzle pieces. This helps to strengthen the muscles in their hands so that they have strong foundations to support early mark making. However, when planning adult-led play, the childminder does not always excite children's involvement and children occasionally wander off to engage in their own chosen play. This means that the intent for these activities does not consistently support all children's learning. n The childminder knows the children's individual needs and interests very well.

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need to do better?

She monitors children's learning and development and has identified what children need to learn next. For example, the childminder understands young children need to develop secure communication and language skills. However, children's use of new vocabulary could be further extended to support their speech and ability to communicate their needs effectively. For example, while singing rhymes and reading stories, opportunities for children to fully engage and use new language are not fully explored.

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need to do better?

1 July 2024 n Routines in the childminder's home are well embedded and this supports children to undertake personal care tasks calmly and independently. For example, children feed themselves, confidently fetch their shoes from the cupboard and help to tidy toys away that they have finished playing with. Children behave well and make good relationships with each together. They learn to share and take turns and manage their self-care independently. n Parents are very pleased with the service the childminder offers. They say that the childminder takes the children on regular outings. These outings teach children how to interact with the world around them, and also help to develop children's social skills. Parents say their children are safe and happy at the setting and look forward to coming. n The children have many opportunities to be physically active. The childminder plans activities for children to be physically active in her garden. Children enjoy

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need to do better?

using rockers to develop their large muscles and the childminder supports babies to pull themselves up and practise standing. The childminder plans the environment placing resources on a low level table to encourage babies to stand up to grasp the objects. n The childminder ensures that her mandatory training is up to date. She keeps herself informed of changes through regular research and discussions with other childminders. The childminder uses her links with other childminders to shares ideas on how to support children's development even further.

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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.

p.3

should:

n enhance the planning and delivery of adult-led activities to help ensure a clear focus for learning is developed n strengthen knowledge so that opportunities to encourage children's rich use of language are implemented.

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Setting details

Unique reference number EY548843 Local authority Derbyshire Inspection number 10337187 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 7 Date of previous inspection 17 July 2018

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Information about this early years setting

The childminder registered in 2017 and lives in Sandiacre, Derbyshire. She operates all year round from 7.30am until 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder offers funded early 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 her evaluation of the setting. n The inspector observed a range of play activities in the childminder's home and garden. She considered, with the childminder, the impact of teaching on children's learning and development and discussed children's progress. n The inspector and childminder completed a learning walk around the setting. They discussed how the environment is organised and curriculum planned to support children's learning. The inspector took account of how the childminder completes risk assessments to ensure that children remain safe. n At appropriate times during the inspection, the inspector spoke to the children and the childminder. She also took account of the written views of parents. The

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Inspection activities

inspector observed the quality of interactions between the childminder and the children attending. n A sample of documentation that supports the effective management of the childcare was viewed by the inspector. This included evidence of qualifications, the suitability of the childminder and other household members, and a sample of policies.

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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

1 July 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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