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 settle and progress well at this home-from-home setting. The childminder places a strong emphasis on promoting independence and emotional well-being. Children learn through child-led play and focused activities. The childminder encourages children to be independent. Children wash their hands, pour their own drinks and strap themselves into their booster seats at the table. The environment is carefully planned to create active child-led learning. Children access areas dedicated to construction, mark making, reading, small-world play and mathematical exploration. The curriculum is shaped around children's interests and woven into everyday routines. For example, baking activities provide opportunities for children to develop their knowledge of number and shapes, as well as encouraging turn-taking and sharing. As a result, children's knowledge and skills are enhanced.

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The provision is good

The childminder models respectful communication and responds to children's interests. She encourages the use of manners and praises children often for using them. Young children patiently sit and wait on the step for their turn to wash their hands. Outdoor play, visits to local schools and wider community experiences enrich children's knowledge of the world around them. These also promote children's physical development and confidence. The childminder's strong partnership with parents ensure that children are well cared for and make good progress. Children confidently talk about their families and past experiences, showing that they feel heard and valued. The childminder has a clear approach to risk management when at home and out in the community.

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need to do better?

n The childminder knows the children and their families well. She assesses children's starting points accurately and swiftly. This supports her in developing children's knowledge and skills. Outdoor experiences enrich children's knowledge and understanding of the world. Children demonstrate good gross motor skill development. However, the childminder does not always plan outdoor activities that support children in achieving their individual targets. n Children learn to share and take turns well through planned activities. Children play well with each other and go to the childminder for support if needed. The childminder regularly allows children to make their own choices. For example, children choose between toast, fruit and cereal for breakfast. During a baking activity, children selected the shape of cutter they wanted. Children feel valued and develop confidence. n The childminder models calm, respectful communication, enhancing children's

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need to do better?

social and emotional development. Children cuddle up to the childminder for story time, when real-life experiences of going to the doctor are explored. The

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need to do better?

23 June 2025 childminder asks children questions and allows for response time. Children can confidently say, 'I went for my tonsils.' When the story focuses on families, children can confidently talk about the lives of the people around them and their job roles. While most interactions fully develop children's knowledge and language skills, occasionally the childminder does not continue conversations to explore ideas further or implement new and ambitious vocabulary. n Outdoor activities are largely child led. Children enthusiastically shout 'whee' as they scoot up and down the path on bicycles. This promotes their gross motor development. The childminder draws with chalk around large shapes, and children follow this example. When a child comments, 'I didn't do a good circle,' the childminder offers praise and support by replying, 'I think it's a great circle.' The childminder then supports children to hold the circle template steady and

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need to do better?

draw around it again. As a result, children develop resilience and feel supported and confident enough to try again. n The childminder uses everyday items as teaching tools effectively. For example, she promotes children's fine motor skills by encouraging them to help to unpeg the washing from the washing line. Children excitedly race back and forth putting the pegs away. The childminder then facilitates open-ended play for the children to build their own dens using towels and pegs. Children giggle happily sitting under their den. n The childminder maintains detailed and accurate assessments of children's development and next steps, and she shares these with parents. She uses visual tracking tools that help identify next steps that link to the curriculum. This approach clearly supports children's progress and allows for parental support. Parents feel that communication is strong and that their children progress well

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need to do better?

and grow in confidence due to the childminder's support.

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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 consistently extend discussion with children to further promote ambitious vocabulary and conversational skills n develop the outdoor curriculum to ensure that children have opportunities to extend their learning through engaging and well-planned activities.

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Setting details

Unique reference number EY475868 Local authority Derbyshire Inspection number 10388204 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 8 Number of children on roll 8 Date of previous inspection 2 July 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Kniveton, Ashbourne. She operates all year round, from 8am to 6pm, Monday to Thursday, except for Christmas, bank holidays and family holidays. The childminder is in receipt of funding to provide free early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development and how she monitors progress. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector read feedback from several parents during the inspection and took account of their views.

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Inspection activities

23 June 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

23 June 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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