Lee, Rachel Ann

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

Children are settled, confident and happy in the childminder's care. The childminder takes time to gather information about children from their families before they start to attend. This helps her to help children feel safe and comfortable in her home. Children soon get used to the daily routines the childminder has in place, which helps towards their understanding of what she expects of them while they are in her care. For example, children know that when eating and drinking they must be seated at the table or on the floor. The childminder pays close attention to children's safety, especially when they are eating or sleeping.

p.2

The provision is good

Children have a wide range of experiences when they are with the childminder, both in her home and in the community. These experiences are carefully considered so that they contribute to what the children need for their continuous development. For example, attendance at story and rhyme sessions contributes towards the childminder's evaluation that children's social skills need further development for their move on to nursery. These experiences also support children's attitude towards others, and they show care and affection for each other as they play. The childminder's support gives children the confidence to keep trying as they take on challenging tasks for their stage of development. For example, babies persevere with trying to make lids open on a pop-up toy as the childminder guides their hands to make the correct movement. Babies are delighted when the animals pop up, and they keep reaching to the toy to have a go by themselves.

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need to do better?

n The childminder has a secure understanding of how children learn and develop. This knowledge provides a strong foundation from which she creates a curriculum that builds strongly on what children in her care know and can do. Children are keen to join in with the experiences the childminder provides. As they join in, they take in new information, such as how they can manipulate play dough using the different parts of their hands to pinch, squeeze, flatten and roll. n Children develop a love of books and having stories read to them at the childminder's. They independently choose books for the childminder to read to them and listen intently as she reads. The childminder uses books effectively to reinforce what children have learned in the past, such as colour names. n Adult-led activities, such as a sensory activity based around a book about hunting for a bear, are prepared well by the childminder. She knows what she

p.2

need to do better?

wants children to learn from the activities she plans. However, at times, the activities are delivered at too fast a pace, and children do not have a good- quality learning experience. This is a contrast to her approach when children are choosing where they play, which is calm and thoughtful. n Children's health and well-being are positively supported by the childminder. She

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need to do better?

14 March 2025 provides children with snacks of fruit and meals that are well balanced and include a wide range of textures and flavours to help children to develop a healthy approach to their diet. Children have daily opportunities to improve their physical skills and health through activities such as play in playgrounds and walks in the local community. n The childminder has developed a range of mathematical activities for children to take part in, such as matching a number of coloured bears to their shadows on a card. However, during everyday activities and play, the childminder does not routinely use mathematical language, such as size and shape. This limits children's opportunities to improve their knowledge of different mathematical concepts. n Children's communication and language develop well. The childminder pays attention to the words, sounds and gestures that children use and responds to them so that they become accustomed to the conventions of conversation and

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need to do better?

making their needs known. The childminder speaks clearly to children. She uses a range of full sentences, short phrases and single words using proper words, such as 'dog' or 'pig', to help children to develop good language habits. n The childminder creates trusting relationships with children's parents. She openly communicates with them about their child's day and about their development. Parents know how well their child is progressing. The childminder supports parents if they feel they need guidance. For example, when toilet training children, the childminder helps parents to recognise the signs that a child is ready for training and follows their home routines so that children have consistent messages from the adults in their life.

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 pace adult-led activities so that children have maximum benefit from the intended learning n incorporate mathematical language into everyday play to build on children's developing knowledge of mathematical concepts.

p.3

Setting details

Unique reference number EY431888 Local authority Derbyshire Inspection number 10391152 Type of provision Childminder

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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 3 Date of previous inspection 13 August 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Hollingwood, Chesterfield. She operates all year round, except for bank holidays and family holidays. Her working days and hours are Monday to Thursday from 9am to 3.30pm, and Friday from 7.30am to 3.30pm. The childminder holds an appropriate qualification at level 3.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum n The childminder spoke to the inspector about the children's learning and development. n The inspector observed the quality of education being provided and assessed the impact that this is having on the children's learning. n The inspector took account of parents' views from their written testimonials. n The childminder provided the inspector with a sample of key documentation. n The inspector and the childminder jointly evaluated a planned activity.

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Inspection activities

14 March 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

14 March 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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