Childminder in Nottinghamshire

Inspection date

Previous inspection date 10 November 2015 8 November 2010

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder gets to know children well and builds a clear picture of their individual interests, capabilities and what they need to learn next. She provides a broad range of learning experiences which are suitably challenging for the children of different ages who attend.  The childminder effectively encourages children's speech development. She repeats words and phrases back to younger children, extends their vocabulary and models good use of language. She asks questions and engages children in conversations.  Children's good health is promoted well. The childminder provides healthy snacks and nutritious home-cooked meals. She encourages children to try new fruit and involves them in growing their own vegetables. Children have plenty of opportunities to be physically active. They play in the garden and regularly visit parks and soft-play areas.  The childminder successfully involves children in discussing and agreeing rules for their

p.1

This provision is good

behaviour in her home. She acts as a good role model and gives them clear reminders about her expectations. Children learn to treat one another with respect, share, take turns and behave well.  Children's independence and personal-care skills are effectively promoted, relative to their stages of development. The childminder helps children to understand about ways to keep themselves safe.  The childminder builds good partnerships with parents and encourages frequent two- way sharing of information. She effectively promotes continuity and consistency in children's care and learning.

p.1

It is not yet outstanding because:

 On occasions, adult-led art and craft activities do not give children sufficient opportunity to develop their own creativity.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 plan adult-led art and craft activities more effectively, so children are better supported to develop their individual artistic skills and express their own creativity.

p.2

Inspection activities

 The inspector viewed all areas of the home that are used for childminding.  The inspector observed the quality of teaching during activities indoors and outdoors, 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 took account of the views of parents expressed in their written comments read during the inspection.  The inspector spoke with the childminder and children at appropriate times during the inspection.

p.2

Effectiveness of the leadership and management is good

The childminder has a good understanding of statutory requirements. Arrangements for safeguarding are effective. The childminder fully understands procedures to follow if she has concerns about the welfare of a child. She identifies potential risks to children and ways to minimise these, in order to protect them from harm. The childminder regularly reviews children's development to ensure that they are making good ongoing progress. She demonstrates a firm commitment to continued professional development. She finds information online and accesses training, in order to update and extend her knowledge and skills. She meets regularly with other childminders and shares ideas and information. The childminder evaluates her practice and takes account of feedback from parents and children. She accurately identifies strengths and areas for further development. Parents are very happy with the service they receive.

p.3

Quality of teaching, learning and assessment is good

The childminder often uses stories as starting points and a stimulus for activities. Children enjoy listening to the story and talking about the illustrations, characters and events. The childminder plans art and craft activities that are linked, such as colouring in pictures or painting prepared masks of the characters. However, these activities do not always enable children to express their own creativity or further develop their artistic skills. Even so, children practise using brushes and pencils to paint and make marks. The childminder models writing their names and encourages older children to begin to link sounds to letters. She builds on children's growing mathematical understanding as she models counting and talks with them about quantity and size. The childminder fosters children's imaginative play. For example, they pretend to cook dinner with play food and pretend to put petrol into sit-and-ride vehicles in the garden. Overall, the quality of the childminder's

p.3

Personal development, behaviour and welfare are good

Children settle well and form warm relationships and secure emotional bonds with the childminder. They play confidently in her home and are familiar with where to find toys and resources. Children have opportunities to develop their confidence in different social situations. They attend playgroups and visit the library and local shops. Children learn about their own families, for instance, as they look at photographs in individual albums that the childminder creates for them. They build an understanding of other families and communities in the wider world. They are involved in raising money to help people in need. They learn to value and respect diversity.

p.3

Outcomes for children are good

Children of all ages and abilities make good progress in relation to their starting points. They develop early literacy skills and a strong interest in books and stories. Children learn to recognise their names in print and older children begin to write their own names. Children develop key skills that they need for the next stage in their learning. They are prepared well for their eventual move on to school.

p.3

Setting details

Unique reference number 252982 Local authority Nottinghamshire Inspection number 866670 Type of provision Childminder Day care type Childminder Age range of children 1 - 11 Total number of places 6 Number of children on roll 15

p.4

Name of provider

Date of previous inspection 8 November 2010

p.4

Telephone number

The childminder was registered in 2000 and lives in West Bridgford, Nottingham. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except bank holidays and family holidays. The provision provides funded early education for three- and four-year-old children. At the time of the inspection, no children were receiving funded education.

p.4

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.

p.4

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.

p.4

Telephone number

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5