Smart, Claire Louise

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 knows the children in her care well. Children are happy and have a positive relationship with the childminder and her assistant. They involve both the childminder and her assistant in their play and demonstrate feeling safe in their care. Children are welcoming to visitors and are confident to chat. The childminder has high expectations for children. Children understand what is expected of them and behave well. They are eager to join in with activities the childminder provides. Children explore freely and select activities that they are interested in, such as dinosaurs and construction resources. They spend long periods of time absorbed and concentrating on what they are doing. Children become confident and motivated learners who are keen to participate in activities with their friends.

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The provision is good

The childminder provides children with a wide range of opportunities and stimulating activities, indoors and outdoors. Children have fun as they learn. They delight in looking for bugs in the garden and comparing the different characteristics of these. Children discuss how many legs ants have and delight in naming them 'rockstar ants'. They laugh and giggle as they waddle like penguins, hop like rabbits and slither like slugs in the garden. Children experiment with brushes dipped in water to make marks and smiley face pictures on the patio. As a result, children demonstrate their positive attitudes towards learning.

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need to do better?

n The childminder has clear aims for her curriculum. Children benefit from her good understanding of child development. She observes children as they play and builds on the learning she sees taking place. The childminder completes regular assessments to enable her to quickly identify any emerging gaps in children's learning and provide targeted support when needed. This includes working collaboratively with families and other professionals to help children get the right support. Consequently, children make good progress in their education and are well prepared for the next stage in their learning. n The childminder understands how important it is for children to develop good speaking and listening skills, to enable them to make the most of other learning opportunities. She listens to what children say, introduces them to new words and gives them the time to think about and respond to simple questions. This

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need to do better?

builds children's confidence to think, listen and share their ideas. Children talk freely about their families, and they recall experiences they have had at home. n The childminder and her assistant give children plenty of praise and encouragement for their achievements. They are positive role models for children. Children learn to take turns, share and work together. They are caring and respectful towards others. However, the childminder is not as effective in supporting children to learn about diversity and the similarities between

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need to do better?

7 August 2024 themselves and others, to fully equip them for life in modern Britain. n The childminder incorporates mathematics into all activities and the daily routine. For instance, she introduces the concepts of big, small, tall and tiny as children compare dinosaurs and cars. Furthermore, children explore the concepts of heavy, light, empty and full as they fill containers with sand in the garden. n The childminder has developed strong relationships with parents. She shares information with them about the children's development. She also sends updates and photos of the activities and experiences they have shared by sending secure messages. Parents speak highly of the childminder and how much they have seen their children develop in her care. n The childminder helps children to develop healthy lifestyles. Children are supported to manage their personal care routines, such as washing hands before eating. The childminder involves them in the preparation of their snack and

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need to do better?

lunch. Children use knives with ease to chop up fruit. The childminder supports children to learn about good dental hygiene and how to look after their teeth. n The childminder is active in her approach to developing her skills. For instance, she actively uses knowledge gained from attending an online safety course to raise parents' awareness about when children might be at risk as their use of technology increases in the future. n The childminder continually reflects on what she can do to develop her practice. She is currently looking at developing more learning opportunities outside, for example by adding a music wall for children to explore. The childminder networks with other childminders and talks positively about how this helps her to reflect on her setting. The childminder understands the importance of ensuring her assistants have the required knowledge and skills to undertake their roles.

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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 help children to learn about people and communities that are different to their own, to further their awareness of diversity and the wider world.

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Setting details

Unique reference number EY426399 Local authority Derbyshire Inspection number 10339642 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 12 Date of previous inspection 5 September 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Swadlincote, Derbyshire. The childminder works with an assistant daily. The childminding provision operates Monday to Friday, from 7.30am to 5.30pm, all year round. The childminder holds an early years qualification at level 4. She receives funding for free 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 their evaluation of the childminder. n The childminder and the inspector had a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities and assessed the impact on children's learning. n Children spoke with the inspector during the inspection and shared their views. n Written feedback from parents was reviewed by the inspector, who took account of their views. n The inspector carried out a joint evaluation of an activity with the childminder.

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Inspection activities

7 August 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

7 August 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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