Childminder EY449561

Inspection date

Previous inspection date 4 January 2017 9 January 2013

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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 is warm and sensitive to children's individual needs. Her flexible settling-in procedures support children's well-being and help them to form secure attachments with her. Children are confident and show high levels of self-esteem as they move around the environment.  The childminder is well qualified and experienced. This is reflected in her good teaching skills. She listens to children extremely well and introduces lots of new words to extend their vocabulary. Children make good progress in their communication and language skills.  The childminder is enthusiastic and demonstrates a good commitment to improving the quality of care and learning experiences for children. She reflects on all aspects of her provision to ensure good outcomes for children are maintained.  Children thoroughly enjoy learning through play. They are active and inquisitive learners who are confident to explore new activities and experiences. Children make

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This provision is good

good progress.  Children's behaviour is good. The childminder is a positive role model as she sets clear rules and boundaries. She encourages children to share, take turns and be kind to each other.

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It is not yet outstanding because:

 Monitoring of children's development and progress is not yet highly effective. Information gathered is not used to best effect in focusing on how to raise children's achievements to outstanding levels.  The childminder does not always fully encourage parents to contribute information about their children's achievements at home in order to strengthen the shared approach to support 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

 sharpen the monitoring process and focus on supporting children's individual learning goals so that specific activities and experiences are used to accelerate learning  strengthen the shared approach to children's learning even further and give more encouragement to parents to be more involved in contributing what they know about their child's achievements at home.

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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 carried out a joint observation with the childminder.  The inspector looked at children's records, planning documentation and a selection of policies and procedures.  The inspector checked evidence of the suitability of all household members over 16 years and the qualifications of the childminder.  The inspector took account of the views of parents and carers from the childminder's review of her practice.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder is secure in her knowledge of the possible signs of abuse and neglect. She keeps up to date with the local safeguarding procedures and knows how to respond in the event of a concern. The childminder has a good awareness of the wider issues in the care and protection of children. She carefully checks the identity of any visitors and ensures her home is secure. The childminder knows how to undertake effective risk assessments. This ensures her home is safe for children to play and they are kept safe during the numerous outings they enjoy in the local community. The childminder regularly evaluates her provision and incorporates the views of parents and children. This helps her to consistently improve her practice. Partnerships with parents are good. They are very complimentary about the provision and comment that they are pleased with what their children know and can do.

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Quality of teaching, learning and assessment is good

Teaching is purposeful and children are encouraged to learn through developmentally appropriate play. The childminder arranges the learning environment well and creates spaces for children to explore their learning independently. Children access a wealth of resources. Conversations, both planned and spontaneous, help extend children's understanding of new words and build on their increasing vocabulary. Children engage in imaginative play, based on first-hand experiences. For example, they play with role play resources and confidently pretend to feed the dolls and put them down to sleep. Children are encouraged to count as they play. They count the dolls as they are laid down to sleep. The childminder plays alongside children, extending and challenging their play. She ably differentiates the support needed to focus on each child's priorities for learning.

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Personal development, behaviour and welfare are good

The childminder is very warm and welcoming. She promotes children's well-being very effectively and offers several sessions to families to help children settle in. The childminder is very responsive to children's physical and emotional needs. Children build close, trusting relationships with her, supporting their ability to confidently try new activities and learning experiences. Their health, well-being and physical development are promoted effectively. Children learn about healthy eating and good personal hygiene routines. They have good opportunities to spend time outdoors, developing their physical skills and confidence. Children have a good understanding of the importance of keeping safe. The childminder skilfully incorporates discussions about risks and dangers into everyday routines and activities.

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Outcomes for children are good

All children make consistently good progress in relation to their starting points. Children are confident to explore the environment, follow their ideas and lead their own play. They are self-assured in new and social situations. Children learn about the local community and the wider world. This helps them to learn about and respect the needs of others. Children are attaining the skills and knowledge they need in readiness for their eventual move on to school.

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Setting details

Unique reference number EY449561 Local authority Nottingham City Inspection number 1066050 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 11

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Name of registered person

Date of previous inspection 9 January 2013

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Telephone number

The childminder was registered in 2012 and lives in Top Valley, Nottingham. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She offers funded early education for two-, three- and four-year-old children.

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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

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

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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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