Childminder in Derby

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 provides a homely and engaging environment. She knows what interests children and makes sure that their favourite resources are readily available each day. Children show their understanding of the childminder's rules, and she encourages them to say 'please' and 'thank you'. The childminder helps children to learn that some rules are in place to keep them safe, such as tidying away the toys so that they do not fall over them.

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The provision is good

Children make good progress with their physical development. They independently get themselves dressed to play in the garden. For example, older children put on wellington boots and pull up their zips. The childminder provides activities for children to learn how to use various tools. Children scoop-up water and squeeze pipettes. They are confident to explore the garden independently and carry bowls of water over to the mud kitchen. Children thoroughly enjoy painting and concentrate well as they develop their hand-eye coordination.

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The provision is good

The childminder places a high focus on supporting children of all ages to develop their communication and language skills. She does this in a variety of ways. For example, she speaks to children frequently about what they are doing. During snack time, she introduces new and relevant vocabulary to children. The childminder sparks children's curiosity as they use their hands to feel a pineapple hidden under a blanket. The childminder models language such as 'bumpy' and 'spiky' to describe the texture. This helps children to broaden their vocabulary further.

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need to do better?

n The childminder provides a rich and varied curriculum. She provides activities for children to learn about growing fruit and vegetables, which they use in cooking and baking. For example, children have recently been involved in growing cress. During snack time, children recall their knowledge and notice changes as the cress has grown bigger. This helps children to remember what plants need to grow. The childminder makes extremely good use of recall and discussion to embed children's knowledge and understanding. n The childminder introduces mathematical vocabulary while playing with children. For example, during snack time, the childminder uses language such as 'halves' when children cut fruit into two. As younger children enjoy posting balls through tubes, the childminder says 'down'. She makes good use of opportunities that arise in songs to support older children to understand simple mathematical

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need to do better?

concepts. The childminder asks children how many they would have if they were to take away an item. This helps to promote children's mathematical development.

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need to do better?

12 February 2025 n Children are developing a love for books and become absorbed in engaging story sessions. The childminder provides children with props to join in storytelling. Children become very engaged, actively listening. This supports children's early language and literacy skills as they recall the story and join in with repeated words and familiar phrases. n Children learn to keep themselves healthy and follow good hygiene routines. The childminder invites children to wash their hands at the sink one at a time before eating. They talk about clean hands and use individual washable cloths to dry their hands afterwards. Older children use the toilet by themselves and complete self-care routines. During nappy changes, the childminder ensures children's privacy is respected and attends to their needs with sensitivity. n Overall, group activities and routines support children to learn. However, sometimes, younger children sit for too long. This causes them to disengage and

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need to do better?

lose focus. For example, during a planned activity, a younger child becomes distracted by toys and leaves the group. As a result, learning is interrupted and children are unable to fully engage in the activity. n Parents are kept well informed about what their children are doing and how well they are developing. The childminder shares a termly assessment with parents. She engages parents in their children's learning effectively. For example, children take home ingredients to make play dough at home with their family. n The childminder evaluates her practice effectively and is keen to develop her own knowledge. For example, she continues to keep her knowledge and skills up to date through regular online training. This helps to maintain and develop the childminder's practice and quality of teaching.

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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 review the timings in which activities are offered to children to minimise long periods of sitting, to help children engage fully in their learning.

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Setting details

Unique reference number EY542496 Local authority Derby Inspection number 10367717 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 11 Date of previous inspection 21 February 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Alvaston, Derby. She operates all year round from 7:30am until 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 6. She offers government funded places.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. 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 on children's learning. n Parents shared their views of the setting with the inspector. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

12 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

12 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

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

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