Nunn Sarah

Inspection date

Previous inspection date 09/08/2013 25/06/2009

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder accurately assesses each child's development and provides a good range of interesting and challenging experiences that meet their individual learning needs. Consequently, children make good progress.  The childminder has a positive approach to professional development and demonstrates a strong capacity to improve. Consequently, her knowledge and understanding of the Statutory framework for the Early Years Foundation Stage requirements is strengthened.  The childminder puts a strong emphasis on children's early language development. Children have many opportunities to develop their speech and language, and extend their vocabulary through songs, rhymes, familiar stories and shared conversations.  Children are happy and settled; they enjoy loving and affectionate relationships with the childminder, who works closely with parents to ensure children's individual needs are fully met.

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It is not yet outstanding because

 There is scope for the childminder to more accurately use each child's preferred learning style to maximise their progress in learning.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed children doing a variety of activities in the main downstairs rooms and outside.

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Inspection activities

 The inspector spoke with the childminder at appropriate times during the inspection and conducted a joint observation of the children playing a colour matching board game.

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Inspection activities

 The inspector spoke with parents at the inspection, read positive comments from other parents and talked with the children about their favourite activities.

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Inspection activities

 The inspector looked at a selection of documents, including children's records, planning, policies and procedures.

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Information about the setting

The childminder registered in 2001. She lives with her husband, son aged seven years and daughter aged three years. The family lives in Sutton-in-Ashfield, in Nottinghamshire. The premises can be easily accessed and the whole of home is registered, with care normally provided on the ground floor. Toilet facilities are available on each level. There is an enclosed outdoor play area to the rear of the premises. The family has a pet rabbit. Care is offered Monday to Friday all year round from 7am until 6pm.

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Information about the setting

The childminder is registered on the Early Years Register and there are currently three children on roll. The provision is also registered on the compulsory and voluntary parts of the Childcare Register. The childminder is a member of the Professional Association for Childcare and Early Years. She holds a qualification in Childminding Practice at level 3 and a qualification in Early Years Care and Education at level 3.

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To further improve the quality of the early years provision the provider should:

 review how activities are planned by making greater use of children's preferred learning style, such as through the identification of the schemas they may use, to inform planning and maximise children's progress.

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who attend

The childminder has a secure knowledge of the Statutory framework for the Early Years Foundation Stage, including the learning and development requirements. She successfully uses this knowledge to plan a wide and exciting range of activities that children enjoy and learn through while having fun. The childminder knows the importance of working in partnership with parents and gathers comprehensive information about children's starting points, individual interests and needs. This helps the children to settle happily in her care. Regular observations of children's progress identify their stage of development and inform plans for the next steps in their learning. The childminder varies her teaching methods to meet the needs of individual children and their stage of development. She is starting to look at, and assess, how each child needs activities to be presented in particular ways. This is at an early stage and, at times, children's individual learning styles and not fully

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who attend

The childminder skilfully extends children's learning as she sensitively joins in with their play. Equally, she knows when to stand back and allow children uninterrupted time to play and explore on their own. This means that children enjoy a good balance of adult-led and child-initiated activities throughout the day. Children are working within the developmental stages expected for their ages and are developing the skills needed to take the next steps in learning, including the transition to school. The childminder encourages parents to be involved in their children's learning. She makes effective use of her daily discussions with parents to talk about children's progress, how learning can be supported at home, and to ask them to share their own observations of their children's achievements. The childminder keeps records of children's development to help monitor their progress in each area of learning, and parents are encouraged to contribute to these.

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who attend

The outdoor area is easily accessible. It provides both grassed and paved areas for extended play, such as sand and water, mark making and a playhouse. Children's physical development is well supported as they use wheeled vehicles, play football or catch and throw balls. The garden includes a small planting area which currently has runner beans. The childminder encourages children to water the plants, watch them grow and see how tall they are. She skilfully uses this opportunity to help children learn about size, numbers as they measure, and how to care for plants. A recent favourite with the children has been to use buckets of water and paint brushes to practise mark making and drawing. This led to children excitedly showing the childminder their self-portraits. Children benefit from well-resourced outdoor and indoor play areas. There is a wide range of well-maintained and age-appropriate resources in the playroom and lounge. Resources are easily

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who attend

accessible and well labelled with pictures and text. Small world activities and role play support a positive view of different cultures, age and gender. Children respond to cause and effect toys with laughter and inquisitiveness. They press buttons listen where the sounds come from and look for which colour button to press next. The childminder effectively extends language by repeating new words clearly, singing action songs and rhymes enthusiastically with the children and supporting lots of shared conversations. Young children enjoy sensory play as they explore a range of different textured balls and have fun exploring a ball of aluminium foil. Older children enjoy taking part in board games about different colours and then have great fun in using a mat with different coloured spots to further develop their skills.

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The contribution of the early years provision to the well-being of children

The childminder provides a bright, welcoming, safe and stimulating environment for children in her care. She takes time to meet with parents and find out all about the children and their early experiences, including their routines, care needs, likes and dislikes, and dietary needs. This helps to ensure a smooth transition into the childminder's care. The childminder puts parents and children at ease in her setting. As a result, children form strong, positive and secure relationships with her.

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The contribution of the early years provision to the well-being of children

Children's behaviour is excellent as the childminder is an exemplary role model and she gently reminds them to take care of resources. She speaks in a very calm, quiet manner and listens intently when children talk. The childminder uses good manners, gives praise at every opportunity, and has high expectations of behaviour, positive house rules and respects all families who attend. Children readily smile during their play and are confident to approach the childminder for reassurance and support. They look at her when she speaks, and repeat 'please' and 'thank you' when given snacks or when asking for toys. As a result, children know what to expect and are well supported. They feel relaxed and enjoy their day.

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The contribution of the early years provision to the well-being of children

Children are provided with healthy snacks, such as fruit, raw vegetables and toast. The childminder shares healthy options for meals with parents and invites their comments and input. Children are offered juice or water to drink. They are learning independence because the childminder encourages them to help to set the table with their plates. The childminder has very good nappy changing routines and skilfully supports young children during potty training, offering praise and reassurance. Children are supported to wash their hands at key times during the day. They learn about safety because they practise the fire drill regularly so they know what to do in an emergency.

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The contribution of the early years provision to the well-being of children

Children's emotional needs are well met as the childminder provides a home-from-home atmosphere. She is thoughtful and caring when talking to children about their feelings and experiences. The childminder has strong relationships with parents and extended family members. She communicates well with parents by email, text, telephone and in daily diaries which detail the children's session with her, such as eating, sleeping, activities and behaviour during the day. She details any outings and makes suggestions for follow up. Parents comment about home routines, weekend activities and any special events. Parents speak highly of the childminder and provide positive statements. For example, parents say 'my child is happy and enjoys all the activities'. Another parent comments that 'I can hand on heart recommend my childminder'. The childminder works very closely with other providers and parents as children prepare for their next steps, including moving on to

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The contribution of the early years provision to the well-being of children

school nursery. She ensures parents have ample information to ensure a smooth transition.

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provision

The childminder fully understands her responsibility to ensure her setting meets the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She has a good understanding of safeguarding and is clear about who to contact if she has any concerns about a child. The childminder has completed all required training and updates her knowledge through specific courses. She has completed two qualifications in childcare at level 3, one in childminding and one for wider early years and childcare. The childminder demonstrates a very positive attitude to ensuring her knowledge is up to date and she is promoting the best practice for children.

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provision

Doors are kept locked and the keys hung out of reach. All visitors are checked before entering the property. The childminder has robust risk assessments in place for all areas of her house, garden and all planned outings. Parents are given copies of the policies in a clear handbook, which sets out the ethos of the setting. As a result, parents are confident in the childminder's ability to care for their children, and children feel safe and secure when in her care. The childminder has an in-depth knowledge and understanding of the learning and development requirements, and delivers an effective educational programme. The childminder works closely with parents and other professionals to ensure that the particular needs of individual children are very well met. She also has a good understanding of the need to share information with other providers delivering the Early Years Foundation Stage to support children's learning. Parents are very happy with the

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provision

care their children receive while at the setting. The partnership means that children feel secure, settled and happy and make good progress.

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provision

The childminder evaluates her setting simply and efficiently. She has addressed all previous recommendations by improving her planning and observation cycle and developing her self-evaluation. Parents, children and other professionals contribute to her evaluation through questionnaires, discussions and notes of visit. The childminder recognises her strengths and areas for development, and is beginning to set targets for improvement which are precise and challenging in order to measure progress and achievement. The childminder shows a very strong capacity to improve. She is passionate, well-motivated and loves her work. She is fully committed to the children who attend her setting and their families. As a result, children in her care benefit from a safe, secure, inclusive and happy environment and are making good progress towards the early learning goals.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number EY101016 Local authority Nottinghamshire Inspection number 819480 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 3

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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