Childminder EY544851

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 demonstrate that they feel happy and secure in the safe environment provided. They build their confidence, encouraged by the childminder. For example, when children wobble when balancing on toy stepping stones, the childminder encourages them to try again by slowing down. Children try and succeed with pride, exclaiming, 'I did it.' They are becoming more resilient. Children also develop positive relationships with the childminder. The childminder comforts and reassures children when they are hurt or upset. She also supports children's understanding of emotions in the moment. She points at and describes the picture of a sad face when children feel upset. Children develop their understanding of different feelings.

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The provision is good

The childminder adopts an ambitious curriculum that builds on what children know and can do. She follows children's interests to help motivate them in their learning. For example, when children show an interest in making marks, the childminder narrates their steps in drawing. This helps children develop ways to communicate their ideas, giving meaning to their marks. Children develop their communication and language skills well. The childminder reads familiar stories, where children enthusiastically join in using actions and words. Children also talk about pictures in books when questioned by the childminder. Further to this, the childminder adapts her language to meet the needs of children. For example, she models back mispronounced words. All children make good progress from their starting points, including those children with special educational needs and/or disabilities (SEND).

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need to do better?

n Children develop good communication and language, supported by the childminder. The childminder comments, expands and introduces new vocabulary, giving enough time for children to respond. For example, when children choose different-coloured crayons, she introduces a new colour, 'peach'. Children repeat and broaden their vocabulary. n The childminder undertakes consistent observation and assessment to identify gaps in children's learning or identify what they need to learn next. She uses this information to plan appropriate next steps in learning and activities. Children thrive. n Children follow instructions while following daily routines. For example, children tidy away toys to where they belong. Children also copy good manners modelled by the childminder. However, on occasion, the childminder does not consistently reinforce rules such as turn taking when playing alongside one another. For example, children take play dough off one another. This causes some children to

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need to do better?

feel upset. n Children develop a good understanding of healthy food. The childminder teaches children to identify healthy and less healthy food choices. Children sort food into

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need to do better?

28 August 2025 these categories when role playing having a party. Additionally, the childminder develops children's understanding of good hygiene during routines. Children talk about the importance of washing their hands before eating to get rid of the germs. Overall, children develop a good understanding of health. n Children are physically active. The childminder provides plenty of opportunities for children to develop their larger muscles in the outdoors. For example, children ride tricycles and push prams. Additionally, the childminder provides further physical activities by taking children to their local park. Children also develop their smaller muscles to support early writing skills. For example. they squeeze, flatten and roll out play dough. Children develop their physical skills well. n The childminder has an active presence in the community. She implements opportunities for children to broaden their understanding of the world. For

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need to do better?

example, children attend their local museum, where they learn about the past. Opportunities such as these develop children's understanding of similarities and differences between themselves and others. n Parents receive up to date information about their children's progress to support home learning. The childminder works collaboratively with parents. For example, she shares strategies with parents to support potty training and communication and language. Children receive the support they need to develop well, especially those with SEND. Further to this, the childminder shares information with schools to support a positive transition. This also ensures consistency in children's care and education. n The childminder puts in place effective continuous professional development that reflects the needs of the children in her care. This improves the education and care she has to offer. Additionally, the childminder supports the professional

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need to do better?

development of any assistants she works with through modelling and reflective meetings. This ensures consistency in teaching.

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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 strengthen the use of strategies that help children play and learn cooperatively.

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Setting details

Unique reference number EY544851 Local authority Derbyshire Inspection number 10398542 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 5 Number of children on roll 11 Date of previous inspection 28 October 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Derbyshire. On occasion, she works with an assistant. The childminder operates all year round, from 7.30am to 5pm, Monday to Thursday, except bank holidays and family holidays. She holds an appropriate level 3 qualification.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about the 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 is having on the children's learning. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on the children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

28 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

28 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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