Childminder EY539626

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 a positive relationship with the childminder. The childminder supports children's emotional development through comfort and reassurance. Children settle well and confidently access the provision. Children are happy and safe where they are comfortable to speak to new people.

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The provision is good

Children are becoming more independent supported by the childminder. Children wash their hands and unzip their bags to take achievements home. The childminder encourages children to try and models how to succeed. For example, when children find it hard to peel a banana, the childminder supports them by modelling. Children then copy and continue to do by themselves. This also supports children becoming more resilient.

p.2

The provision is good

The childminder builds on what children know and can do reflecting their interests. For example, when children show an interest in crabs, the childminder explains how crabs walk sideways and models using the toy crab. Children copy showing enjoyment. The childminder then further introduces new vocabulary when learning about the ocean. Children name different sea creatures. Overall, this develops children's knowledge of the world. Children also learn about similarities and differences within the community. The childminder provides regular opportunities for children to meet new children in new situations such as attending playgroups. This also develops children's confidence and social skills.

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need to do better?

n The childminder assesses children's learning through effective observations, using her good knowledge of child development. She identifies gaps in children's learning to put in place appropriate next steps. The childminder plans activities based on the needs of the children. Overall, children make good progress. n Children develop their communication and language skills well. The childminder comments, questions and gives children time to think and respond. For example, the childminder pauses effectively during familiar nursery rhymes and children then continue singing the song. However, the childminder does not consistently build on children's communication and language skills to ensure best possible progress. For example, on occasion she repeats what children already know and have said. This does not extend children's language. n Children have a love of reading and books. The childminder regularly reads with

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need to do better?

the children, questioning using the pictures to promote engagement. For example, children talk about the pictures in the book using words from the story. Additionally, the childminder provides further opportunities to build on children's love of books by regularly attending the local library. n Children follow the expectations set out by the childminder. For example, when

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need to do better?

17 September 2025 the childminder models tidying up, children join in. Children are learning to be responsible. When the childminder reinforces the rules to keep children safe, such as not climbing on boxes, children listen and get down. Children show understanding of why it is not safe to climb on the box. For example, young children comment, 'get hurt'. Children are beginning to understand about risks. n The childminder supports children's understanding of oral hygiene. For example, the childminder reads a book about visiting a dentist. She talks about brushing teeth twice a day to keep them clean and visiting a dentist to have regular check ups. Children learn about the importance of oral hygiene. n Children are physically active. The childminder provides plenty of opportunities to develop children's physical skills. Children develop their larger muscles in the childminder's garden, kicking footballs and pushing ride along cars. Additionally,

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need to do better?

children access the local park to develop their physical skills further. Children also develop their smaller muscles. For example, children learn to mark make using crayons on paper. This supports early writing skills. n Parents have a positive relationship with the childminder. They receive up-to- date information about children's learning. This supports possible learning at home. For example, parents state they enjoy receiving daily photos to encourage their children to talk about the events of the day. This collaborative approach supports children's learning and development.

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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

should:

n strengthen interactions to consistently build on children's communication and language.

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Setting details

Unique reference number EY539626 Local authority Derby Inspection number 10398077 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 2 Date of previous inspection 2 October 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Littleover, Derby. She operates all year round from 7.30am until 5pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. She offers the government funded places for childcare.

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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.

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Inspection activities

17 September 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

17 September 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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