Childminder EY539360

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 arrive happily, excited to see their friends. The childminder greets them with a warm welcome, developing positive relationships with children. She helps them to put away their coats and shoes. The childminder provides reassurance for the children and gives them a sense of belonging as she reminds them where their possessions are put.

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The provision is good

Children are confident to independently explore the environment and resources available. They self-select activities they would like to take part in and toys they would like to play with. The childminder has created a play environment that children can adapt to support their own play ideas. For example, they move resources, such as dinosaurs, to extend their imaginative play with gloop as they pretend the dinosaurs are going for a walk and leaving footprints. The childminder knows the children in her care well, and this allows her to tailor the curriculum to each child's individual needs and interests. She creates a learning environment that develops children's love for learning.

p.2

The provision is good

Children are well behaved and are polite to each other. Older children encourage young children to join them in their play and enjoy working cooperatively together to model play dough. Children develop a sense of responsibility as they enjoy carrying out tasks, such as helping to put away toys.

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need to do better?

n The childminder has developed a broad and interesting curriculum for the children in her care. She uses children's interests to plan activities that she knows they will find fascinating. The childminder has a good knowledge of child development. She uses this to sequence learning effectively to support children to make good progress. The childminder uses her observations to assess what children know and uses this information to identify what children need to learn next. However, at times, the childminder does not ensure that her teaching challenges older children's learning to build on what they already know and can do. n Babies develop their walking and balancing skills. The childminder encourages them to explore different floor surfaces, such as the carpet and tiles, with the childminder's support and reassurance. The childminder ensures furniture is positioned to aid early walking. She arranges toys just out of reach so that

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need to do better?

babies are encouraged to crawl to find them. n The childminder has a good understanding of how children learn. She uses many opportunities to support children's communication and language skills. The childminder models language as she sings rhymes and songs to support young children to understand new vocabulary. For example, the childminder sings 'Old

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need to do better?

26 August 2025 McDonald Had a Farm' as she points to different animals in a book she is sharing with young children. She models language as she provides a narrative while older children play. However, her conversations with older children do not always extend their vocabulary and conversations. n Children demonstrate high levels of curiosity in their play. They test out their own ideas as they attempt to find possible solutions. The childminder sensitively encourages children to persevere and turn shapes around until they are able to post the shapes into the correct holes. They enjoy finding out how to make different noises with percussion instruments. Children gain confidence and want to try for themselves. They are delighted with their success and celebrate their achievement with prasie from the childminder. Children become increasingly self- confident and resilient. n Children are becoming increasingly independent in managing their own self-care

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need to do better?

needs. They are able to manage their own toileting needs and wash their hands confidently without being reminded. Older children show their embedded understanding of why they need to wash germs away so that they do not become poorly. Children learn about the importance of a healthy lifestyle. The childminder talks to children about different fruit and vegetables they enjoy for snack and lunch and how these support them to be healthy. n The childminder understands that regular training helps her to keep her knowledge current and up to date. She attends training to support her to develop her understanding of how children learn to regulate their emotions and understand their feelings. The childminder is very ambitious and aims to ensure the best outcomes possible for children.

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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.

p.3

should:

n deliver a curriculum for older children that challenges what they already know and can do n enhance the narrative alongside children's play to help extend conversations and build on children's language development more effectively.

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Setting details

Unique reference number EY539360 Local authority Derbyshire Inspection number 10398306 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 16 Date of previous inspection 14 October 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Belper, Derbyshire. The childminder operates all year round from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides places for children in receipt of government funding.

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Inspection activities

n The inspector observed a range of play activities in the childminder's home. She considered, with the childminder, the impact of teaching on children's learning and development and discussed children's progress. n The inspector and childminder completed a learning walk around the setting. They discussed how the environment is organised and the curriculum is planned to support children's learning. The inspector took account of how the childminder completes risk assessments to ensure that children remain safe. n At appropriate times during the inspection, the inspector spoke to the children and the childminder. She spoke to parents and took account of their views. The inspector observed the quality of interactions between the childminder and the children attending. n A sample of documentation that supports the effective management of the childcare was viewed by the inspector. This included evidence of qualifications,

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Inspection activities

the suitability of the childminder and other household members, and a sample of policies.

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Inspection activities

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

26 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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