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 Good

p.1

The provision is good

The childminder provides a warm and welcoming environment. She builds good relationships with children and stays close to those children that need reassurance. Consequently, children build confidence to play independently and with other children. The childminder is a positive role model and regularly provides children with praise as they play together at floor level. This helps to build up children's self- esteem. Children consistently show enjoyment, and they flourish in her care.

p.2

The provision is good

Children benefit from effective interactions with the childminder as she supports them with mathematical language. For example, during an activity where children are making a pretend dinner, they peel Brussels sprouts. The childminder draws their attention to how the sprouts became smaller as they were peeled. She also encourages children to estimate how many carrots they would need. Older children use number cards and confidently match the number on the card to how many carrots they have in the pan. The childminder regularly offers praise and encouragement. As a result, children show positive attitudes to learning. They are confident to express their own ideas as they pour water into a pan and mix the 'ingredients' with spoons.

p.2

The provision is good

Children initiate games, such as 'What's the time Mr Wolf?' The childminder engages well with children in their play and helps them to take turns. The childminder helps the children to undertake different roles, to count and follow the rules. Children squeal and giggle as they get chased at 'dinner time'.

p.2

need to do better?

n The childminder plans activities that she knows children will enjoy. However, she does not always fully consider the timing of focused activities. For instance, children want to follow their own interests when they go outside. They become deeply engaged in trying to blow bubbles, but the childminder wants children to do a planned activity first. As a result, children are not motivated to do the planned activity and struggle to fully engage in the intended learning. n Children are developing a love of books and literacy. The childminder regularly reads stories to children. She encourages children to join in with key phrases and checks children's understanding by asking simple questions about what is happening. The interaction helps children to focus on their listening skills and broadens their vocabulary. The childminder reminds the older children about the role of the author and the illustrator before she starts reading to extend their

p.2

need to do better?

learning further. n Overall, the childminder has a clear, well-developed curriculum. She understands what children need to be able to do before they go to school. Children develop their confidence as they choose which songs they would like to listen to and

p.2

need to do better?

12 December 2024 share their own ideas during play. For example, children share their excitement when they find out they can grate a potato using a colander. The childminder praises children for their imagination and good ideas. However, at times, the childminder carries out simple tasks for younger children that they could learn to do by themselves, such as washing their hands and putting their shoes on. This does not fully support their independence skills. n Partnerships with parents are positive and effective. The childminder communicates with parents through verbal discussions and electronic messaging. She works collaboratively with parents to further develop children's skills and provides books and games for children to take home and share with their parents. This helps parents to continue their children's learning at home. Parents' written comments are highly complimentary about the childminder's

p.2

need to do better?

nurturing approach to support their children to grow in confidence and develop their speech and language. n The childminder identifies and completes regular training to support her professional development and children's progress. Recent training has helped her to build on her existing knowledge of developing children's communication and language skills. She understands the importance of repeating words back correctly and clearly for children to understand and build on their vocabulary. n Promoting children's physical development is important to the childminder. She provides children with daily access to a well-equipped outdoor area to help strengthen their large muscles. For example, children kick and bounce balls and climb onto large equipment. Inside, children thoroughly enjoy dancing to action songs. In this way, children's stamina, core strength and body control are increasing.

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 review the planning of focused, adult-led activities to ensure that children do not become distracted and are able to become more engaged in their learning n provide further opportunities for younger children to practise their independence skills.

p.3

Setting details

Unique reference number EY538564 Local authority Derbyshire Inspection number 10363727 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 7 Date of previous inspection 3 January 2019

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Pinxton, Nottinghamshire. She operates all year round, from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives early years education funding for children aged two and three years. The childminder works with a co- childminder.

p.4

Inspection activities

n The inspector observed the quality of education being provided and assessed the impact that this has on children's learning. n The inspector took account of parents' written reviews provided by the childminder. n The childminder provided the inspector with a sample of key documentation. n A planned activity was jointly observed and evaluated by the inspector and the childminder. n The inspector held discussions with the childminder about how she plans to support the individual learning needs of children. n The inspector observed the interactions between the childminder and children, both indoors and outdoors.

p.4

Inspection activities

12 December 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.

p.4

Inspection activities

12 December 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