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 Inadequate

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The provision is good

On arrival, children settle quickly into their chosen play. Children are warmly welcomed by the friendly and approachable childminder. The childminder plans activities that she knows children are interested in and builds on what they already know. Children excitedly explore, investigate and have a go as they develop their skills for their future learning. Children's personal, social and emotional development is supported well by the childminder. She places a focus on helping children settle into her care and for them to become familiar with their environment and routines. Children confidently and independently select toys of their choice and move between different rooms indoors and outside. They establish secure attachments with the childminder, which helps them to feel emotionally safe and behave well.

p.2

The provision is good

Children use their imagination and language skills well. When playing outside in the sand, children use words such as 'favourite' and 'excavator' to describe the toy vehicle they are using to move the wet sand. Children develop a love of books and enjoy story time with the childminder. The childminder reads stories about topics that children are particularly interested in. For example, children enjoy listening to a story about dinosaurs. They confidently talk about what they have eaten for lunch and compare this to what the dinosaur ate.

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need to do better?

n The childminder has made significant improvements since her previous inspection. She is a good role model for children. The childminder consistently uses positive language to enhance children's self-esteem and confidence. Furthermore, she has undertaken training to help improve her knowledge and practice. The childminder understands how to deliver an effective curriculum and is implementing this successfully to support children's learning and development. n Children's communication and language development is supported well by the childminder. She helps children develop a wide range of vocabulary by, for example, using continual dialogue with them, repeating words clearly and giving children time to think and respond to her questions. n The childminder skilfully weaves mathematical language and mathematical concepts into daily situations and throughout children's play. She helps children to count as they scoop up sand to fill the dumper trucks and to use words such

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need to do better?

as 'empty' and 'full' when filling and emptying containers with dried rice and seeds. n The childminder makes sure that children spend plenty of time outside in the fresh air to support their health and develop their physical skills. Children practise their balancing and coordination skills as they throw and kick balls, climb steps, run and use climbing and swing equipment.

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need to do better?

24 July 2024 n The childminder makes sure children are provided with a balance of planned and spontaneous activities and experiences. She helps children gain new knowledge and skills. However, the childminder has not considered how she can support children to sustain their concentration during these activities. Therefore, children do not always learn as much as they are capable of. n The childminder makes sure children have a clear understanding of good self- care routines. She helps children to understand why it is important to wash their hands before meals. The childminder talks to the children about healthy foods. Children tell the childminder and visitors that they like to eat strawberries and blueberries. n The childminder gathers some useful information about children's individual learning needs. This helps her to plan purposeful play and learning activities and experiences for the children. However, the childminder does not ensure that she

p.2

need to do better?

has up-to-date information about children's routines, such as sleep times. Therefore, children's routines are not implemented consistently. n The childminder helps children recognise and manage their own risks safely. For example, she provides experiences and resources for children that provide challenge for them, such as using a balance bike. Children attempt to have a go, recognise that on this occasion it is too challenging for them and say, 'it's too wobbly'. The childminder reassures the child by saying that they can have another go on another day. n The childminder makes sure children learn to understand what is expected of them. For example, the childminder encourages the children to tidy away the toys before getting more out. Children cooperate quickly and place toys in the designated boxes. Children behave well and are happy and settled.

p.3

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 help children to build on their concentration and focus during activities so they can learn as much as they are capable of n gather up-to-date information regarding children's routines and implement these consistently in practice.

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Setting details

Unique reference number EY489811 Local authority Derbyshire Inspection number 10334782 Type of provision Childminder

p.4

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 1 Date of previous inspection 31 January 2024

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Information about this early years setting

The childminder registered in 2015 and lives in Hadfield, Glossop. She operates all year round, from 8.30am to 5pm on Monday, Tuesday, Wednesday and Friday, except for bank holidays and family holidays.

p.4

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 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 that this has on children's learning. n The inspector took account of the views of parents as discussed with the childminder on the day of the inspection. n The inspector spoke with the childminder and the children at appropriate times throughout the inspection. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

24 July 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

24 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

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

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