Jackson, Courtney

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 happy, settled and thrive on the positive interaction and engagement from the childminder. There are warm and affectionate bonds between children and the childminder. Children behave very well and are polite and courteous. On occasions when children become upset, the childminder responds attentively to them, offering lots of reassurance and ways to help them to manage their own emotions. Children quickly settle back into their play. They learn about the high expectations and adhere to the clear routines set by the childminder, who is a good role model for them. For example, children follow instructions well and help to tidy up when asked. The childminder praises the children on their help, which supports their self-esteem.

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The provision is good

Children benefit from hearing lots of well-modelled language when in the childminder's care. The childminder provides a running commentary to children throughout the day. She provides consistency in building on children's range of vocabulary and communication skills from a young age. Children make good progress in their development. The childminder provides varied experiences and activities to support children's learning. During lunch time, the childminder helps children learn to recognise the different shapes of sandwiches, the benefits of healthy eating and the importance of keeping hydrated. The childminder continues the support for children's learning. She encourages children to practise their pouring skills as they fill up their open cups with water.

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need to do better?

n The childminder promotes early mathematical development very well. She supports children to identify shapes, such as a square and triangle, and to count during number rhymes. Children are beginning to understand the concept of under and over as they place toy animals under and over the hay during a farm activity. n The childminder understands the importance of promoting good hygiene practices. She teaches the children the proper procedures for handwashing following a nappy change, after using the toilet and before eating. The childminder is a good role model for children. Children tell visitors why it is important to wash their hands as it helps to stop the germs from spreading. n The childminder plans activities that she knows the children will be interested in and plans a curriculum that supports children's learning. However, sometimes she does not plan precisely enough to support what children need to learn next.

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need to do better?

On these occasions, some children do not build on their skills or gain the most from the experiences on offer. n The childminder understands the importance of keeping her knowledge and that of any assistants who may work with her up to date. She makes sure that she

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need to do better?

2 July 2025 completes regular training to build on her own skills to benefit the children in her care. The childminder coaches and monitors any assistants who may work with her effectively, to ensure the care and attention children receive is consistent and of good quality. n The childminder promotes clear expectations for behaviour. Children quickly learn to be kind to their friends and regularly encourage one another to join in with their play. The childminder helps children to develop an understanding of the importance of appropriate behaviour. This supports children to recognise the impact of their actions on others. Children say sorry and offer cuddles to their friends. n The childminder's enthusiastic interactions with children are purposeful as she captures their attention successfully. However, sometimes children are not given enough time to think about and respond to her questions. On these occasions

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need to do better?

the childminder responds for them, so they are not able to develop their own ideas and thoughts. n The childminder helps children build and consolidate their learning. For example, following a trip to a farm, she encourages children to build their own farm using toy animals, hay and building blocks. Children know and make the sounds of animals. They tell visitors that the wheat grown at the farm is an ingredient to make bread. n The childminder works closely with parents. She understands the importance of sharing and exchanging information about their child with them. The childminder keeps parents up to date about their child's development and ideas on how to continue their child's learning at home. Parents spoken to and written testimonials received from others are very complimentary. They comment on how well their children are developing and the 'fantastic' support and information the childminder provides for them.

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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 plan activities and experiences more precisely to build on what children need to learn next n provide more time for children to respond to questions to enable them to develop their own ideas and thoughts.

p.3

Setting details

Unique reference number EY562000 Local authority Derbyshire Inspection number 10392382 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 12 Number of children on roll 18 Date of previous inspection 20 August 2019

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Information about this early years setting

The childminder registered in 2018 and lives in Glossop, Derbyshire. She works with an assistant. The childminder operates all year round from 7.30am to 5.15pm, Monday to Thursday, except for bank holidays and family holidays. The childminder is in receipt of funding to provide free early education for children. She holds a relevant childcare qualification at level 5 and her assistant holds a relevant childcare qualification at level 3.

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Inspection activities

n The childminder showed the inspector the areas of her home used for childminding. n The childminder talked to the inspector about the children she cares for and what she wants them to learn. n The inspector observed interactions between the childminder, her assistant and the children, and spoke with them at appropriate times during the inspection. n The childminder spoke to the inspector about how she evaluates the effectiveness of her curriculum and practice. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke with parents, read their testimonials and spoke to the childminder about how she works in partnership with parents.

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Inspection activities

2 July 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

2 July 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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