McPhee, Susan Theresa

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

p.1

The provision is good

Children are keen to explore and investigate nature, including different animals and birds they see in the garden. When children find a feather, the childminder shows them how to watch the feather as it spins in the air when it leaves their hand. Children laugh with excitement and repeat this several times, exploring how the feather flies through the air. Children help the childminder to fill feeding containers for birds and squirrels in the garden, contributing to their understanding of how to look after them. Children play cooperatively alongside the childminder and show that they enjoy playing alongside her.

p.2

The provision is good

Children are encouraged to develop a positive attitude to learning. For example, when the childminder shows children how use dough to roll a ball in between her hands, children say that they cannot do it. The childminder asks children to keep trying and they persevere, helping children to develop the muscles in their hands in preparation for early writing. Children are supported to develop and build on their knowledge though imaginative play. For instance, when children play with ride-in cars outdoors, the childminder shows them how to pretend to use a key in the ignition. Children use watering cans and pretend to put petrol in the toy car.

p.2

need to do better?

n Children are supported to develop their understanding of oral health. For instance, the childminder shows them how to brush pretend teeth. Children explain to the childminder how they brush their own teeth. They learn that food gets stuck in their teeth and they need to brush them to keep their teeth clean. n The childminder helps children learn how to take turns. For example, when she plays games with children, she uses language, such as 'my turn' and 'your turn' that helps children understand how to play. n Children have opportunities to make independent choices in their play and follow their interests. For example, when children like clocks, the childminder helps them to understand how to make the hands on a clock turn around, building on their learning. n The childminder supports children to develop their communication and language skills. For example, she introduces new words for children to learn, such as

p.2

need to do better?

'disappear', and explains what this means. Children copy the childminder when she uses descriptive words to describe dough they feel, such as 'squeeze' and 'squish'. This helps to build on children's vocabulary. n Children are supported to develop their maths skills. For example, the childminder models using mathematical language for children to learn when she plays alongside them. Children recognise some shapes, such as a triangle and rectangle. The childminder introduces other shapes for children to learn, such as an oval.

p.2

need to do better?

29 May 2025 n The childminder gathers information from parents about children's abilities when they first start. She uses this, along with her observations and assessments, to identify what children need to learn next. However, she does not plan opportunities in her curriculum to ensure that children develop a broader understanding of different cultures, values and beliefs. n The childminder reflects on her practice and the toys and resources she offers children to support their learning. She identified that she has minimal equipment to support children to balance to help build on their physical skills, so she purchased a balancing beam for children to use. n The childminder helps parents to understand the different ways their children prefer to learn, such as by turning objects around. However, the childminder does not offer parents ideas about how they can continue their children's learning at home.

p.2

need to do better?

n The childminder builds on her professional development. Recent training helps to develop her knowledge of how to provide additional support for children with special educational needs and/or disabilities. This includes putting plans in place when children move on to school and to support a graduated approach to their learning.

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 develop the curriculum to ensure that children have opportunities to develop an understanding of different cultures, values and beliefs n strengthen partnerships with parents and offer them ideas about how they can continue their children's learning at home.

p.3

Setting details

Unique reference number EY435150 Local authority Derby Inspection number 10380809 Type of provision Childminder

p.4

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 10 Date of previous inspection 25 June 2019

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Allenton, Derbyshire. She operates all year round from 8am until 5.30pm on Monday to Thursday and from 8am until 4pm on Friday, except for bank holidays and family holidays. She provides funded early education for children age nine months upwards. The childminder holds an appropriate level 3 qualification.

p.4

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, 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 and evidence of the suitability of persons living in the household. n Written feedback from parents was reviewed by the inspector, who took account of their views.

p.4

Inspection activities

29 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.

p.4

Inspection activities

29 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

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