Stone, Diane Jean

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children thrive in an environment where they feel safe and secure. The childminder plays a vital role in nurturing these feelings. Children build strong, caring relationships and feel confident to explore, investigate and seek help. Children demonstrate they are making good progress as they engage in activities that cater to their individual needs and interests. They take part in hands-on experiences, interactive play and activities that capture their attention. Children develop creativity and concentration as the childminder reads engaging stories that spark their imagination. Even when tired and hungry, the childminder helps them maintain focus. She brings stories to life by changing her voice and encouraging participation.

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The provision is good

Children discuss their interests and personal experiences, developing their understanding of feelings and the vocabulary to describe them. For example, the childminder engages children in conversations about healthy eating. Children express their preferences and opinions when discussing their favourite fruits. They develop communication skills and knowledge of traditional nursery rhymes and songs. They spontaneously recall and sing songs and recite rhymes throughout their day. For instance, while waiting for lunch, young children joyfully break into song, singing familiar tunes with expression. The childminder's engagement enhances their self-esteem and develops their social skills.

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need to do better?

n The childminder understands what she wants the children to learn. She regularly assesses and reflects on each child's achievements, which enables her to identify what they need to learn next. The childminder regularly shares this information with parents. n The childminder plans opportunities for children to explore the world around them. She organises visits to the park, library and zoo. The childminder helps the children develop their understanding of cultural diversity by providing opportunities for children to learn about various festivals and cultural celebrations, such as Christmas, Eid and Diwali. n The childminder builds trusting relationships with the children, helping them feel secure. She recognises when children lack confidence in exploring sensory experiences such as moon sand. The childminder gently encourages children to observe others before they have a go themselves. Before long, the children are

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need to do better?

fully engaged, using new language to describe the textures and develop their small-muscle skills as they explore with their fingers. n The childminder conducts thorough risk assessments to identify potential hazards in the environment. This approach allows for the necessary safety measures to be taken, ensuring that children have a secure space for play and

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need to do better?

3 February 2025 exploration. By regularly monitoring and adjusting the environment, the childminder fosters a safe and engaging atmosphere where children learn and grow. n The childminder maintains clear expectations for behaviour, which creates a positive and nurturing environment for the children. She guides the children in understanding the importance of appropriate behaviour and helps them recognise the impact of their actions on others. Through engaging activities and gentle reminders, the childminder fosters a sense of responsibility and respect among the children, ensuring that they feel secure. n The childminder fosters resilience and promotes active learning. She quickly recognises when a child struggles and steps in to help. For instance, when a child is having trouble balancing on beams or stepping over hurdles, she provides support and encouraging words. This teaches children to persevere,

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need to do better?

boosting their self-esteem and problem-solving skills. n The childminder understands the importance of promoting good hygiene practices. She teaches the children the proper procedures for handwashing. After messy and creative activities, the childminder cleans the surfaces in preparation for the next activity. However, there are some inconsistencies in hygiene practices when changing nappies. n The childminder engages in professional development by attending various training courses. She consistently reflects on her practice to evaluate and improve the quality of care she provides. The childminder understands how to support children with special educational needs and/or disabilities. She knows how to build on children's strengths and provides activities that match children's needs. n The childminder fosters strong relationships with the parents, who feel confident in her abilities. She shares useful tips and guidance with parents to support

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need to do better?

them with toilet training. Parents recognise and appreciate her positive impact on their children's learning and development.

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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 continue to develop the consistency in hygiene practice.

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Setting details

Unique reference number 2757388 Local authority Derby Inspection number 10381820 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 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and is located in Chellaston, Derby. She works alongside a co-childminder. The childminder operates all year round, from Monday to Friday, 7.30am to 5.30pm, except for public holidays and family holidays. She provides funded early education for two-, three- and four-year-old children. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The childminder showed the inspector how the premises are kept safe and suitable. n The childminder and the inspector discussed how the childminder organises their provision, including the aims and rationale for their curriculum. n The childminder spoke to the inspector about children's learning and development, focusing on communication and language. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum had been implemented and its impact on children's learning. n Parents shared their views of the childminder with the inspector.

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Inspection activities

3 February 2025 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

3 February 2025 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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