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 Not applicable

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The provision is good

Children are supported with their emotional well-being effectively. For instance, when new children start, they are invited to attend settling-in sessions to help them become familiar with the childminder and her home. Children receive comfort and reassurance from the childminder to feel safe in her care. Children with special educational needs and/or disabilities (SEND) have targets in place that are implemented by the childminder to meet their individual needs. This includes following a routine and giving children choices to help them feel secure. When children receive additional funding, the childminder understands to liaise with parents to decide how to spend the money to meet the child's individual needs.

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The provision is good

Children are supported to understand how to develop positive relationships with others. For example, the childminder shows younger children how to look at books cooperatively with their peers. When children turn the pages in books, the childminder claps her hands to reward their achievements. Older children learn about different occupations. For example, they play with role-play equipment and learn about the role of police officers. Younger children develop their learning through sensory experiences. For instance, they copy the childminder when she lifts cereal and lets it fall through her fingers. Younger children grab handfuls of cereal and feel the texture on their hands. This contributes to them developing their hand-eye coordination.

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need to do better?

n The childminder's curriculum focuses on supporting children to progress in their learning. For younger children, this includes supporting their personal, social and emotional development to help develop their confidence to leave parents and develop their social skills with their peers, to help them feel secure in her care, especially when they first start attending. n Children with SEND are supported well. The childminder works closely with parents to meet their children's learning and health needs. When children move on to school, the childminder shares information with teachers about individual children's needs to help provide consistency for their care and learning. n The childminder shares information with parents about their children's care and learning daily. When the childminder identifies that a high number of children in the local area miss out on having vaccinations, she shares this with parents and

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need to do better?

helps them to understand the importance of children having these to support their health. This helps to provide a united approach to supporting children's learning, care needs and health. n The childminder provides children with nutritious snacks, such as fruit, to promote healthy eating. She encourages children to try new foods. Younger children copy others to taste kiwi fruit, helping to expand their diet. The

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need to do better?

28 February 2025 childminder helps older children to understand foods that make their bodies happy. n The childminder extends her professional development. She takes a keen interest and develops her knowledge of the brain development of children. This helps her to support children's behaviour. For example, she understands that if children are overwhelmed with emotions, they need time and a safe space to settle before talking to them. n The childminder reflects on her practice. She identifies changes to improve the experiences children receive. For example, she moves around toys and furniture in her home. This helps to ignite children's interests in toys and helps to engage them in learning. n Overall, the childminder supports children's communication skills well. For instance, she recognises younger children's gestures. When children point to books they want the childminder provides these, enabling children to follow their

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need to do better?

interests. However, the childminder does not fully support younger children with their early speaking skills. For example, when she sings songs and reads them stories, she does not remove dummies in their mouths to enable children to make sounds and repeat the words she uses. n The childminder takes children to woodland to help them learn about the natural world around them. Children watch as the seasons change, learn about the different smells and textures in the environment and have opportunities to pick blackberries. n When the childminder provides toys and resources for children, she considers their experiences at home so they can make connections in their learning. For example, when children visit a farm to see animals with parents, the childminder provides children with books that show animals and opportunities to play with toy animals.

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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 strengthen the support for younger children to develop their early speaking skills.

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Setting details

Unique reference number 2768496 Local authority Derbyshire Inspection number 10349679 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 2024 and lives in Ilkeston, Derbyshire. She operates all year round from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for children aged nine months upwards.

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Inspection activities

n The childminder and inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n Children interacted with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

28 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

28 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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