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 Good

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The provision is good

Children are supported to show positive behaviour, such as to work as a team to complete tasks. This includes the childminder asking children to solve problems and attach pieces of a balance beam together outdoors. When some children say that they can not do this, the childminder suggests they watch their peers and provides them with help, completing the task together. This encourages children to keep trying. When children fit all of the pieces together, older children show their balance and coordination as they walk across the beam. Further opportunities for children to develop their physical skills include the childminder showing younger children how to squash and squeeze dough in their hands. Children copy and pull the dough apart, helping to develop the muscles in their hands.

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The provision is good

Through discussions with the childminder, children learn about foods that are healthy and the benefits these can have on their bodies. Children say that broccoli and carrots are healthy foods. They tell visitors that these foods will make them big. Children are supported to be independent. Older children put on and take off their shoes on their own. They use tissues to blow their noses. Younger children are supported to put on their shoes and take them off themselves.

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need to do better?

n Information about children's day is shared with parents. This includes the childminder sending parents photos of activities children enjoy and how she intends to support their children's development. The childminder supports parents to continue their children's learning at home. This includes asking them to show children numbers in the environment to support their maths skills and to sing familiar nursery rhymes with children to help build on their speaking skills. n The childminder's curriculum is unique for each child, depending on their age and stage of development. For older children, this includes supporting their maths skills. For example, she asks them to count objects and to use shapes in their play. Younger children benefit from the childminder narrating what they are doing to help support their speaking skills. n The childminder reflects on her practice and makes improvements to help children to learn about their feelings and emotions. This includes displaying a

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need to do better?

mirror and different facial expressions for children to access and helping them recognise how they are feeling. Children look in the mirror and show different facial expressions, such as being scared. n If children attend another pre-school or nursery, the childminder shares information with staff about children's learning and how she intends to support their development. This contributes to providing consistency in their learning. However, the childminder does not do the same when children move on to school to help teachers understand children's achievements and levels of

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need to do better?

25 April 2025 development. n The childminder builds on her knowledge of how to support children's learning. This includes completing training courses that helps her to manage children's behaviour. For example, she uses suggestions instead of directly asking children to complete tasks, helping them to be more receptive to follow direction. n The childminder implements a routine to the day, which children know and understand. For example, when music is played, older children begin to tidy away toys. Younger children are supported by the childminder to put away specific toys, encouraging them to help. This helps to give children a sense of responsibility. n The childminder helps children to learn about road safety. For instance, she asks them to hold her hand and listen to her instructions when she walks with them in the street. However, the childminder does not support older children to learn how to recognise and understand what to do if they encounter potential risks at

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need to do better?

home, such as when they use technological devices to access the internet. n Additional funding that some children receive is used effectively to meet their individual needs. This includes purchasing toys that children like to encourage them to play alongside their peers and to develop their social skills.

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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.

p.3

should:

n share information about children's learning and achievements with teachers when they move on to school n support older children to recognise and understand what to do if they encounter potential risks at home.

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Setting details

Unique reference number EY423686 Local authority Derbyshire Inspection number 10392390 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 20 August 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Calow, Chesterfield. She operates all year round, from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year- old children. The childminder holds an appropriate level 5 qualification.

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Inspection activities

n The childminder and the inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke 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

25 April 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

25 April 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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