Parker, Zoe Christine

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Inadequate

p.1

The provision is inadequate

Children do not receive good-quality learning experiences. The childminder has failed to make the necessary improvements following her last inspection. She has not improved her knowledge and understanding of how to implement a curriculum that is clear and ambitious to help all children make the progress they are capable of.

p.2

The provision is inadequate

The childminder does not use the information gathered from her observations and assessments of children's development well enough to plan activities and experiences to support their individual next steps in learning. Children spend a lot of their time playing on their own with little focus, attention and support from the childminder. When the childminder plans activities, these are either too challenging for younger children or not challenging enough for older children. During a painting activity, younger children quickly lose interest and are unable to sustain concentration. Older children demonstrate their capability when making marks on paper. The childminder does not encourage children to practise new skills to support their early literacy development.

p.2

The provision is inadequate

That said, children are settled and independently explore the toys accessible to them. They are familiar with routines and are being encouraged by the childminder to learn to share toys and take turns. The childminder helps children to name farm animals and the sounds they make. Children say, 'cow, pig' and 'dog', which supports some aspects of their communication and language development.

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need to do better?

n The childminder has failed to improve her knowledge and understanding of how to devise and implement an ambitious curriculum. She has failed to take the necessary action to improve the quality of education for children. Despite receiving support from other professionals, she has not made enough improvement to ensure children learn as much as they can or are well prepared for the next stage in their learning, such as school. n The childminder does not use what she knows about children to plan a curriculum that meets their individual needs effectively. Children are not sufficiently challenged and quickly lose focus in their play and learning. For example, children empty toy boxes and move quickly on to other toys already on the floor without support or guidance from the childminder. Children do not benefit from appropriate learning experiences that help them make progress in their development. n The childminder does not consistently ensure children remain focused, engaged

p.2

need to do better?

in their play or build on the skills they already know and can do. Her interactions with them are not meaningful and lack purpose. For example, during an

p.2

need to do better?

21 August 2025 imaginative shopping game initiated by children, the childminder fails to ignite children in conversation to share their ideas and thoughts about their chosen activity. Children remain playing by themselves, therefore, missing out on support for developing their imaginative skills. n The childminder, at times, supports the interests and spontaneous play of children. For example, she plays children's songs and rhymes that they are familiar with. Some children confidently carry out the actions. n The childminder makes sure children's personal needs and routines are respected. Children are building secure attachments with her. The childminder recognises when they are hungry, need their nappy changed or require a sleep. Children understand the importance of washing their hands, which is a well- embedded routine, before they eat. Children tell visitors, 'bye, bye germs' as they wash their hands.

p.2

need to do better?

n The childminder is building appropriate relationships with parents. She informs parents of their child's day, such as what they have been playing with and what they have eaten. The childminder shares children's two-year progress check with parents. This helps to keep parents informed of their children's care and 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

Due date

ensure you have appropriate skills and knowledge in order to provide good- quality early years education provision 23/10/2025

p.3

Due date

implement an effective curriculum that supports all children's learning and development 23/10/2025

p.3

Due date

use the information gathered from assessments of children's development to plan experiences that match children's individual learning needs 23/10/2025

p.3

Due date

21 August 2025 ensure all children benefit from consistently good interactions to support and extend their learning. 23/10/2025

p.3

Setting details

Unique reference number 2775961 Local authority Derbyshire Inspection number 10409079 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 7 May 2025

p.5

Information about this early years setting

The childminder registered in February 2024 and lives in Ripley, Derbyshire. She operates all year round, Monday to Thursday from 7.30am to 6pm, and Friday from 7.30am to 5.30pm, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 5 and offers government funded childcare.

p.5

Inspection activities

n The childminder showed the inspector the areas of her home used for childminding. They discussed routines and the planned curriculum. 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 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 inspector looked at evidence of first-aid and safeguarding training and discussed how the childminder safeguards the children's welfare. n The inspector spoke to the childminder about how she works in partnership with parents.

p.5

Inspection activities

21 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

21 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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