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

The childminder provides a homely and engaging environment. Children thoroughly enjoy their time at the childminder's house and build positive relationships. The childminder helps children to understand how their behaviours affect their safety. For example, as children pretend to be cars and move around to music, the childminder reminds them to go in the same directions as their friends so they do not bump into each other.

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The provision is good

The childminder plans activities following the children's current interests. Children show high levels of engagement as they play. For example, as children roll a large foam dice, the childminder introduces counting to support early mathematical skills. She extends their activity further by encouraging children to do star jumps to the corresponding number on the dice, which helps develop their physical skills. The childminder provides children with an exciting range of experiences within their local community. Children develop high levels of confidence and self-esteem as they excitedly talk about these experiences. This helps children to make sense of the world around them. The childminder supports children to socialise with others. Children learn to share, be kind and respect others.

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need to do better?

n The childminder plans a curriculum that considers the wide range of skills and knowledge that young children need to learn. She plans activities to help children recall and revisit previous learning. For example, children regularly plant different seeds. The childminder gives children time to practise newly learned skills, such as pouring water from a watering can and using their pincer grip to pick up small seeds. Children concentrate well and are proud of their achievements as they remember plants need sun and water to help plants grow. Repeating these activities helps children to remember and build upon previous experiences. n As children play, the childminder supports and extends children's learning. She ensures her interactions promote children's communication and language skills. However, occasionally, the childminder focuses her interactions on supporting the most confident children. As a result, interactions with quieter children during

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need to do better?

group discussions are sometimes limited. This results in less confident children becoming distracted from the learning taking place. n The childminder actively encourages children to become independent and gain the skills they need to prepare them for school. From a young age, children learn to pour drinks at snack time and put shoes on by themselves. Older children are given more responsibility for manageable tasks, such as carrying their pots to the sink when they have finished eating and helping younger children find their hats. Children enjoy helping others. This supports their

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need to do better?

21 May 2025 developing confidence and a sense of responsibility. n The childminder develops strong parent partnerships, which have a positive impact on the children's learning and well-being. For example, she ensures a consistent approach in supporting children who are toilet training. The childminder provides parents with daily feedback about their children's day and keeps them well-informed on their child's development and the progress they are making. n Children's health and hygiene are promoted well in the setting. The childminder plans activities linked to learning about the importance of good oral hygiene, such as cleaning pretend teeth. Children practise teeth brushing skills on models of teeth and gums. Before mealtimes, children learn to wash their hands. The childminder encourages children to make lots of bubbles to ensure their hands are properly clean. As children eat, the childminder holds discussions about

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need to do better?

different foods being good or bad for teeth. n The childminder has developed effective links with other settings. She understands the need to share information with other settings that children also attend. For instance, she regularly shares children's progress and the next steps they are working towards. This helps to provide continuity in children's care and learning. n The childminder builds strong networks with other childminders in her local community. These networks help her to keep up to date with changes and share best practices. The childminder completes regular training and continually develops her knowledge to support the children in her care.

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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 provide greater support for less confident, quieter children to help them learn more effectively during group discussions.

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Setting details

Unique reference number EY545166 Local authority Derbyshire Inspection number 10392362 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 19 August 2019

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Information about this early years setting

The childminder was registered in 2017 and lives in Matlock, Derbyshire. She works Monday to Thursday, all year round, from 8am until 5:30pm. The childminder holds qualified teacher status. She provides funded early education for children aged nine months to four years.

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Inspection activities

n The childminder spoke to the inspector about the children's learning and development and how she organises her provision. n The childminder showed the inspector around her premises and discussed how she ensures that they are safe and suitable. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Children spoke with the inspector during the inspection. n Parents shared their views of the childminder with the inspector.

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Inspection activities

21 May 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

21 May 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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