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 forms positive relationships with children. She interacts with children in calm, engaging tones. This helps children to feel safe and secure in her care. As a result, children express their preferences and know they will be listened to. For example, they confidently communicate that they would prefer to play with dressing up clothes rather than farm animals. This supports children's well-being and helps them to grow into unique individuals. The childminder helps children to tie scarves as clothing in different ways. Children show delight as they twist, turn and jump. These learning opportunities help children to develop their creativity and imagination.

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The provision is good

The childminder has high expectations for children's behaviour. She models positive behaviours effectively in her daily practice by saying, 'Please' and 'Thank you.' The childminder encourages children to tidy away toys and help to clean the table after playing with play dough. This helps children to learn about being responsible and develop a positive attitude towards learning. Children demonstrate their learning as they confidently work together to fill up the water tray. They enjoy the task of carrying and tipping buckets of water into the tray as they develop their physical skills. Children spend long periods of time immersed in water play as they pour water into jugs and concentrate on pouring from different-sized cups.

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need to do better?

n The experienced childminder understands the skills that children need before they start school. She has a clear learning intent for all children to practice their independence skills while in her care. For example, children independently wash their hands after using the toilet and before eating. At snack time, children show their increasing confidence and independence. They tell the childminder they do not need her help as they get themselves a plate from the cupboard. This prepares children well for later life. n Children develop a love for books and eagerly participate in story sessions. They cuddle up close to the childminder, who is an engaging storyteller. The childminder pauses to ensure children understand the story and asks them questions about what they can see. This helps children to remain engaged during story sessions developing their communication and language skills. n The childminder provides a broad and interesting curriculum for the children in

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need to do better?

her care. On occasions, the childminder does not follow her curriculum intentions as precisely as possible. This does not impact on children's enjoyment or attitude to learning, as there are stimulating resources available and children explore these. However, during some focused activities, the childminder follows the children's ideas and not the learning she has planned. This does not consistently support children to make the best possible progress.

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need to do better?

27 February 2025 n The childminder teaches children the importance of leading a healthy lifestyle. She works with parents to ensure that their children bring healthy packed lunches to the setting. During mealtimes, children speak confidently and chat to visitors about the time they went strawberry picking. Children begin to understand where their food comes from. n The childminder supports children's social development well. Children are taught to be respectful and kind as they play together. For example, children use their manners to ask for a toy another child has. Children learn the important skills and attitudes that help them to develop good friendships with each other. They sit together, chatting to each other about various topics. The childminder takes children to local playgroups. This enables children to develop their emerging social skills in larger groups and to form new friendships. n Partnerships with parents are strong. The childminder shares information about

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need to do better?

children's progress through daily conversations, regular photos and development reports. She encourages parents to be involved in their children's learning at home. For example, she shares ideas and sends home activities for parents to continue their child's learning at home. n The childminder keeps her skills and knowledge up to date through her own research and training. For example, she has recently attended a 'making time for maths' course to help her to support children's mathematical development through play. The childminder regularly meets up with other local childminders to share good practice ideas. She evaluates her setting and builds upon her practice continuously.

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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 interest first.

p.3

should:

n implement the precise learning intentions of adult-led activities more effectively.

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Setting details

Unique reference number EY447118 Local authority Derby Inspection number 10368568 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 5 Date of previous inspection 26 March 2019

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Information about this early years setting

The childminder registered in 2012 and lives in Mickleover, Derby. The childminding provision operates from 8am until 4.30pm, Monday to Thursday, all year round, except for Christmas, bank holidays and family holidays. The childminder offers government funded early education for children aged from nine months to four years.

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Inspection activities

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

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Inspection activities

27 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

27 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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