Childminder EY469942

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children do not benefit from a well-sequenced, ambitious curriculum. The childminder has a basic idea of what she wants children to learn in readiness for their next stage in learning. However, she is not totally clear about the curriculum she has to support a strong foundation for learning. Younger children do not develop good levels of engagement or involvement in the activities set up for them. Nonetheless, children behave well, play happily with each other and make friends. This helps develop children's personal, social and emotional skills.

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The provision requires improvement

The childminder creates and maintains a safe environment for children to play and learn in. Children are happy in the care of the childminder. Prior to children attending, the childminder gathers key information from parents to help her to identify children's individual characteristics and care needs. Children form close attachments with the childminder. They welcome visitors with the help of her reassurance and guidance. Children demonstrate that they feel secure by moving independently around the environment and choosing what they want to play with.

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need to do better?

n The childminder knows the children well. She is aware of their interests and aims to incorporate them in daily activities and experiences. However, the childminder is not secure in her knowledge of how children learn. As a result, she does not provide an ambitious and coherently planned curriculum to support children's development to a consistently high level. The childminder does not always consider the skills children need for future learning. n Some of the targeted next steps are too advanced for the young children and do not focus closely enough on the prime areas of learning. That said, children are making some progress in their learning. For example, the childminder has effective strategies in place to support children to make choices and follow their own interests. n Children experience the local community as they undertake the daily school run. The childminder has established positive relationships with local schools. She

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need to do better?

takes the children to monthly stay-and-play sessions offered by the school to enable children to socialise and to support smooth transitions. n The childminder promotes children's mathematical development throughout the day. She uses activities to engage the older children in counting and recognising number and shapes. For example, the older children enjoy a matching game, counting the ducks on the cards and recognising numbers. They concentrate and persevere at the game till the end. n The childminder has some systems in place to evaluate her practice and provision. However, these do not always identify the key areas for improvement. She does not precisely identify what professional development opportunities will

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need to do better?

25 September 2024 support her to raise her knowledge around the areas of learning and teaching skills to promote the best outcomes for children. n Older children use pens confidently and with skill to complete activities on paper. They use small tools such as glue sticks to create pictures with autumn leaves. These activities help children to develop their small muscles and hand-eye coordination. n Children enjoy spending time outside, where the fresh air and exercise promote their good health. For example, they have access to the childminder's garden and go on the school run daily. They enjoy playing on the large slide and take risks as they balance and walk across uneven surfaces. Children explore the sunflowers and talk about how tall they are. n Children follow instructions and understand the routine. They help to tidy up before going outdoors. The childminder supports children to share and take turns. This helps children to manage their behaviour and build positive

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need to do better?

relationships with their friends. They offer each other hugs and share giggles and laughter as they play. n There are effective arrangements in place for working in partnership with parents. The childminder gains detailed information from parents when new children start. She gives regular feedback to parents about children's development, their progress and the day they have had. Parents say they are happy with the care their children receives.

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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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Due date

improve the curriculum to ensure it is coherently planned, sequenced and builds on what children know and can do, enabling meaningful learning that provides skills for future learning 25/03/2025

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Due date

have appropriate knowledge of the areas of learning and understand how children learn, to enhance the curriculum. 25/03/2025

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should:

n ensure that activities are adapted appropriately for younger children.

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Setting details

Unique reference number EY469942 Local authority Derbyshire Inspection number 10355419 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 12 Date of previous inspection 28 November 2018

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Information about this early years setting

The childminder lives in Hilton, Derbyshire. The childminding provision operates from 6.30am until 6pm, from Monday to Friday, all year round, except for family holidays and one week at Christmas. The childminder provides funded early education for children aged between one and four years old. She holds an early years qualification at level 3.

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Inspection activities

n The childminder and inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum. n Children spoke to the inspector during the inspection. 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.

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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

25 September 2024 25 September 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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