Childminder EY547709

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 develop positive relationships with the childminder. They settle well into the childminder's home, confidently accessing toys and resources available. The childminder also responds to the needs of children when they need help. Children seek the childminder for comfort and reassurance. Overall, this supports children's emotional development.

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The provision is good

Children develop a love of reading. They enjoy listening to stories planned by the childminder. They listen and attend well throughout. The childminder priorities children's communication and language development. She asks questions to help children predict what might happen next when reading stories. For example, children comment, 'I think he is going to eat the teapot.' Children join in with stories enthusiastically. Throughout, children take turns when speaking, encouraged by the childminder using their names. The childminder also plans activities based on the needs and interests of the children. For example, children develop their social skills through their interests in role play. The childminder models back-and-forth conversations when requesting food at a role-play café. Children respond and serve the pretend food to the childminder and their friends. Children play cooperatively during meaningful play.

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need to do better?

n Children develop their communication and language skills well. The childminder comments, repeats and adds new vocabulary. For example, when talking to younger children the childminder expands on their single word response using colour, saying 'yes, a red spoon'. This helps build on children's language skills. n The childminder identifies next steps in learning for some children. However, on occasion she does not use her own assessments well enough to identify appropriate next steps in learning for children who attend other settings. For these children she relies on information from other settings. These next steps are not always appropriate, which means that the next steps in learning are not always suitable for the children's needs. n Children learn through meaningful play. For example, children role play making tea using real tea bags in the water tray. The childminder encourages children to use their senses to observe the changes in water. For example, children

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need to do better?

comment it is brown and has bits in when the tea bag split. Additionally, the childminder provides purposeful learning on outings. For example, children go shopping, where they select food, queue and pay. This also develops children's life skills. n Children understand early mathematical concepts. For example, the childminder supports children's counting skills. Children count dots on a dice and try to match to a numeral. The childminder also helps children understand about

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need to do better?

7 August 2025 capacity. She mentions when a cup is full or empty. Children repeat the mathematical language appropriately when pouring and tipping. n Children are physically active. For example, children climb up steps and slide down a slide. Children also develop their smaller muscles to support early writing skills. For example, children make balls using play dough and make marks using chalk. The childminder provides further opportunities to develop their physical skills at soft-play centres, where children balance, crawl and jump. n The childminder sets high expectations for children's behaviour. Children adhere to embedded daily routines. For example, children join in with their morning song. Children take turns well. The childminder uses a range of methods to help children to wait their turn. Additionally, the childminder consistently models good manners and children copy these. n Children have a positive attitude to learning. They are becoming more resilient

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need to do better?

when faced with difficulty. Children try and have a go. For example, a child attempts to draw a boat encouraged by the childminder, when at first they felt it was too difficult. A child shows pride in their achievements of trying saying, 'I did do it.' The childminder praises their efforts. n The childminder works collaboratively with parents to support children. For example, she arranges discussions to support children's emotional well-being. Additionally, she shares information with parents to support home learning. n The childminder has an active involvement in the community. She supports many charities, talking to children about the importance of giving to those less fortunate. For example, children take old toys to charity shops. This develops children's understanding of helping others.

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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 enhance assessment procedures to identify more precisely what all individual children need to learn next.

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Setting details

Unique reference number EY547709 Local authority Derby Inspection number 10399874 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 13 Date of previous inspection 18 December 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Spondon, Derby. She operates all year round from 7am to 5.30pm, Monday to Friday, except for Christmas week, bank holidays and family holidays. The childminder occasionally works with two assistants. The childminder and one of her assistants hold an appropriate early years qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

7 August 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

7 August 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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