Swift Karen Angela

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

p.1

The provision is good

The childminder provides a warm and welcoming home. Children are settled and demonstrate a strong sense of belonging. For example, children move freely between the rooms, selecting what they want to play with. The childminder provides secure attachments with the children and demonstrates a genuine passion for her work. This is reflected in the enjoyment children display. Children eagerly join in play and quickly become engaged in their learning. For example, as they are encouraged to sort plastic teddies into cupcake cases. They refer to the colours of the bears and count with confidence with the childminder. This helps children to learn early mathematical skills.

p.2

The provision is good

The childminder has high expectations for children's behaviour. She encourages manners and respect and models praise, encouragement and positive interactions. As a result, the children learn to behave well. They eagerly help the childminder tidy up the toys before going outside and say please and thank you at lunchtime. Children access a wide range of learning opportunities at the childminder's home and through outings to the local area to support their learning across all areas of the curriculum. They benefit from visits to parks, toddler groups and trips on the bus to the library. This provides children with exciting areas to explore and builds physical and social skills.

p.2

need to do better?

n The childminder provides a curriculum with an emphasis on the children's interests. She uses information from parents, children's interests and her own observations to plan for children's learning. The childminder motivates the children and encourages them to join in activities. Children show positive attitudes towards learning and persevere for long periods of time at activities. For example, children concentrate as they fill and empty containers with sand. The childminder extends the children's play and encourages them to pour the sand and use their small muscle skills and hand-eye coordination to make cups of tea. n Overall, the childminder supports children's language development well. She talks to children as they play and builds on their vocabulary. She asks questions to check children's understanding and to extend learning. However, the childminder does not always give children enough time to process the

p.2

need to do better?

information she shares and respond to her questions. This means that children's learning is not always maximised. n Children remain focused during the adult-led activities that the childminder engages them in. They develop new skills and knowledge as they play, such as when the childminder shows them how to use a rolling pin to flatten a ball of play dough. However, the childminder often introduces new activities for children

p.2

need to do better?

22 October 2024 rather than consistently supporting them to make choices about their play and learning. This means that children do not always have time to explore their ideas or practise and refine the skills they have learned. n The childminder communicates regularly with parents to inform them of children's progress and share information on their learning and how they can help extend this. She builds positive and trusting relationships between herself and the parents. Parents speak highly of the childminder. They comment that she provides a 'home from home' and cares for their children well. n The childminder recognises the importance of raising children's awareness of other cultures and traditions. She gathers information about children's home experiences and talks about them to children. For instance, children are encouraged to talk about their extended family, such as grandparents, aunts and uncles. The childminder extends children's learning as she uses books to help

p.2

need to do better?

children learn about families from other countries. This helps children to learn about the wider world. n The childminder encourages children to develop their self-care skills. Children are beginning to look after themselves by taking themselves to the toilet, washing their hands and putting their shoes on. The childminder promotes these skills further as she encourages the children to help make lunch, such as pitta bread pizza. Children spread the tomato purée and sprinkle on their cheese and sweetcorn. n The childminder keeps mandatory training up to date, such as safeguarding training. She seeks support from the local authority's early years team and attends network meetings to keep abreast of changes in the field. The childminder completes online training and joins webinars to improve her knowledge and skills.

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 give children more time to think and respond to questions to maximise their learning n support children's independent play to further help them to make choices and extend their own learning.

p.3

Setting details

Unique reference number EY101225 Local authority Derbyshire Inspection number 10351838 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 23 October 2018

p.4

Information about this early years setting

The childminder registered in 1995 and lives in Heage, Belper. She operates from 7.30am until 6pm, Monday to Friday, all year round, except for the week between Christmas and New Year, bank holidays and family holidays. The childminder holds an early years qualification at level 3 and receives funding to provide free early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning and ensure the premises are safe and suitable. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n Parents shared their views of the childminder with the inspector, through written statements. n The childminder provided the inspector with a sample of key documentation on request. n The inspector checked the childminder's suitability.

p.5

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.

p.5

Inspection activities

22 October 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6