Childminder in Nottinghamshire

Inspection date

Previous inspection date 7 October 2015 4 January 2012

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder carefully observes children and gets to know them well. She accurately assesses their stages of development and has a good understanding of what they need to learn next. She plans purposeful play activities to promote these aspects of their learning.  The childminder asks questions to encourage children to express their thoughts and ideas. She models good use of language and names objects to broaden their vocabulary. She effectively promotes their understanding and speech development.  Children settle well and build strong relationships with the childminder. They enjoy her praise and encouragement and play happily in her home alongside other children.  The childminder gives children clear guidance about her expectations for their manners and behaviour. She is a good role model. Children learn to share, take turns and behave well.  Children learn about healthy lifestyles and their good health is successfully promoted.

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This provision is good

The childminder provides healthy snacks and nutritious home-cooked meals. Children enjoy plenty of opportunities to be physically active. They play in the garden, walk to and from school and visit local parks.

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It is not yet outstanding because:

 The childminder has not yet built highly successful partnerships with other settings that children attend. Information is not shared well enough to ensure that children's learning and development needs are met exceptionally well.  Children's understanding about people from other communities and cultures is not developed as fully and effectively as other aspects of their learning.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 strengthen arrangements for exchanging information with other settings that children attend; use shared information to plan learning experiences that reinforce and complement the learning these children experience elsewhere  extend opportunities for children to increase their understanding of the lives of different people, families and communities in the wider world.

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Inspection activities

 The inspector viewed all areas of the home that are used for childminding.  The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector carried out a joint evaluation of an activity with the childminder.  The inspector looked at children's assessment records and a range of other documentation, including policies and procedures and the childminder's self-evaluation form.  The inspector checked evidence of the childminder's training and the suitability of people living on the premises.  The inspector spoke with the childminder and children at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

The childminder has a good understanding of statutory requirements. The arrangements for safeguarding are effective. She knows the procedures to follow if she has concerns about the welfare of a child in her care. The childminder regularly checks on children's development to maintain a good overview of their progress. She builds effective partnerships with parents and promotes two-way sharing of information about children's care and learning. However, she does not share information as well with other settings that children attend. The childminder evaluates her provision and invites feedback from parents and children. She considers their views when identifying strengths and areas to enhance. She meets regularly with other childminders to share information and ideas. The childminder accesses relevant training and uses books for research. She finds information and ideas online to continue to update and enhance the quality of her teaching practice.

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Quality of teaching, learning and assessment is good

The childminder provides a good variety of resources and activities to promote all areas of children's learning and development. The quality of her teaching is good. She fosters children's imaginative play well and skilfully uses meaningful contexts during play to promote children's early mathematical and literacy skills. For example, she sets up a travel shop role-play area and encourages children to create props for their play. They use letter and number stamps on a cardboard box to make a computer for the shop. They pretend that another box is an aeroplane. Children have good opportunities to write with purpose during their play. For instance, the childminder encourages them to write their name and age inside little books with their photographs in to make passports. She suggests that they could write postcards. As they play, she models good use of mathematical language. The childminder talks with them about size and length and about how much the tickets cost

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Quality of teaching, learning and assessment is good

and what time the flights are. She shows them a globe and they look at different countries around the world. Children talk about different ways to travel and learn that some countries have water around them. However, they have fewer opportunities to develop their understanding about the diversity of people and communities in the wider world.

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Personal development, behaviour and welfare are good

The childminder promotes children's independence and self-care skills well, relative to their capabilities and ages. Children learn about managing risks and keeping themselves safe. For example, the childminder teaches them about road safety. They manage risks as they visit local parks and climb trees. They learn to take care as they use scissors and sticky tape dispensers. Younger children have regular opportunities to develop confidence in different social situations. For instance, they mix with other adults and children as they attend local toddler groups.

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Outcomes for children are good

All children make good progress in relation to their starting points. Older children begin to recognise and write their names. They learn about letters and their sounds and learn to recognise numerals in readiness for starting school. They develop key skills that they need for the next stage in their learning.

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Setting details

Unique reference number EY431872 Local authority Nottinghamshire Inspection number 853263 Type of provision Childminder Day care type Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 4 January 2012

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Telephone number

The childminder was registered in 2011 and lives in Gamston, Nottinghamshire. The provision operates all year round except bank holidays and family holidays. The setting opens from 7.30am to 6pm on Tuesdays and Wednesdays. It opens on Fridays from 7.30am to 9am and from 3.25pm to 6pm. The provision offers funded early education for two-, three- and four-year-old children. At the time of the inspection, no children were receiving funded education.

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Telephone number

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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Telephone number

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

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Telephone number

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Telephone number

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Telephone number

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

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