Childminder, Out-of school day care in Nottinghamshire

Inspection date

Previous inspection date 30 March 2016 Not applicable

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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

 Children demonstrate close emotional attachments with the childminder. The childminder shows real warmth for children in her care as she cuddles them, responds to their requests and joins in their play. She fosters children's self-esteem and helps them to settle into the provision quickly.  The childminder motivates children with her enthusiastic manner. She skilfully intervenes to extend children's learning. The childminder regularly observes children as they play. This helps her to make sure that any gaps that may arise in children's learning and development are identified and quickly closed. As a result, all children make good progress.  Children engage well in the welcoming, stimulating and accessible environment. They can readily select what they would like to play with, developing early independence.  The childminder develops positive relationships with parents. She makes sure there is good two-way exchange of information on an ongoing basis. This and helping parents

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This provision is good

to support their child's learning at home and means that children's needs are well met. Parents speak very highly of the childminder and her provision.  The childminder manages children's behaviour well. She reinforces consistent boundaries and supports children's understanding of simple rules using clear explanations.

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It is not yet outstanding because:

 The childminder has not considered fully the ways to help children to reflect on the similarities and differences of people, families and communities beyond their own.  The childminder does not always work closely enough with other settings that children attend that enables a shared approach to children's 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

 build on children's experiences that strengthen their developing understanding of people, families and communities  enhance the two-way sharing of information with other providers and schools children attend that fully supports and complements children's care and learning experiences.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors, and assessed the impact this has on children's learning.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector checked evidence of the suitability of all household members over 16 years and checked the qualifications of the childminder.  The inspector carried out a joint observation with the childminder.  The inspector looked at children's records, planning documentation, the childminder's self-evaluation form and a selection of policies and procedures.  The inspector took account of the views of parents and carers from recent parent surveys.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder keeps her child protection training up to date. She is clear about what to do and who to contact should there be a concern about any child in her care. The childminder consistently assesses all possible risks to children both throughout the house and in the garden. She also checks any possible risks to children prior to taking them on outings. This helps to keep children safe and well. The childminder welcomes the views of the parents using her service. This alongside her own evaluation of her practice enables her to identify ways of enhancing the care and learning she provides. The well-qualified childminder actively seeks to continually develop her knowledge and skills. She regularly meets with other childminders to share ideas and good practice. This helps to make sure her skills and practice are kept up to date. As a result, her teaching is secure and children's progress is good.

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Quality of teaching, learning and assessment is good

The childminder monitors children's progress, using this knowledge to plan for what children need to master next. She provides lots of opportunities for children to explore and investigate their interesting and engaging environment. Younger children enjoy sensory activities, as they use simple tools and develop their finger muscles as they play. The childminder role models what to do as she plays alongside the children. This helps children's concentration skills as they become engrossed in their play. The childminder talks about what she and children are doing so younger children hear lots of language. This helps their communication and language development. For example, the younger children babble as they play, and the childminder acknowledges this as she babbles back and this makes the younger children laugh.

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Personal development, behaviour and welfare are good

The childminder ensures children feel happy, settled and relaxed in her home through a gradual setting-in process. Time is spent getting to know each child and gathering information about them from their parents. This enables her to ensure care is tailored to meet their individual needs. Children enjoy plenty of fresh air and exercise. They walk to and from school each day, and enjoy playing in the garden and visiting local parks where they can be physically active. Children sleep and rest as they need to. The childminder is sensitive to their needs and maintains children's comfort throughout the day. The childminder provides freshly prepared meals and snacks, and helps children to understand the importance of a healthy lifestyle.

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Outcomes for children are good

Children are making good progress and are well prepared for their future learning and school. They have a positive approach to learning, are sociable and enjoy sharing experiences. Children gain a sense of belonging as their art work is displayed for all to see and appreciate. Younger children operate simple interactive toys as they push a friction car towards to childminder, who pushes it back. They learn about shapes as they place shapes in the relevant spaces in the shape sorter toy.

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Setting details

Unique reference number EY476068 Local authority Nottinghamshire Inspection number 977852 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 8

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in Arnold, Nottingham. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a recognised early years qualification at level 3.

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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

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 .

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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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