Childminder EY500228

Inspection date

Previous inspection date 28 June 2018 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

 The childminder is highly committed to her role and for developing her practice to ensure children are provided with the best outcomes.  The childminder has a strong focus on her own professional knowledge. After attending recent speech and language training, she now implements more-effective strategies to support children's communication and language development. She shares these new methods with parents to help them to continue to support their child's learning at home.  The childminder places a strong emphasis on supporting and promoting children's emotional well-being and confidence. Children are extremely settled and happy in her care. The childminder is very attentive to children's individual needs.  The childminder demonstrates good teaching skills. Her interaction with children is purposeful. The childminder is very receptive to the interests and needs of the children. As a result, children make at least good progress from their starting points.

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This provision is good

 Children thrive in the stimulating, welcoming environment. They have good access to a wide range of enjoyable and accessible resources to support their learning and interests.

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It is not yet outstanding because:

 The childminder does not make the very best use of her observations of children's play to target precisely the next steps in their learning.  The childminder has not yet fully developed successful strategies to encourage all parents to share their child's achievements and learning from home.

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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

 use information gained from observations and assessments of children's development to prioritise and target more precisely the next steps in their learning  develop highly successful strategies to encourage parents to share more information about their child's achievements and learning at home.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector and childminder jointly evaluated an activity together.  The inspector held discussions with the childminder and children during the inspection.  The inspector looked at relevant documentation, such as evidence of the suitability of those living on the premises and the qualifications of the childminder.  The inspector took account of parents' written comments.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a very secure understanding of how to protect children. She completes regular child protection training to increase her already thorough knowledge of current legislation and guidance. This includes the wider aspects of safeguarding, such as protecting children from extreme views and beliefs. The childminder closely supervises children, and sleeping babies are regularly monitored to ensure they are safe. The childminder seeks the views of parents and children to improve her provision. She also monitors children's progress well to identify and address any gaps in their learning. Parents' comments about the service she provides are very positive. The childminder is well organised and has a wide range of documentation that successfully underpins the smooth running of her setting.

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Quality of teaching, learning and assessment is good

The childminder involves parents from the start. She encourages them to share information about what their children know and can do. She uses this information, along with her own observations, to determine children's starting points and help them settle quickly into her care. The childminder skilfully integrates the various areas of learning into children's play. For example, toddlers play with toy ducks. The childminder sings songs with them about ducks and adds props for children to be more involved. She helps them to count and name the colours. The toddlers respond saying 'quack, quack' and handle the finger puppets and point to the pictures in the book. The childminder gives children time to explore and develop their imaginative skills, such as with a train track. They build the track with the childminder and push buttons to make the trains move along the track.

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Personal development, behaviour and welfare are good

The childminder lays very good foundations for promoting children's health from a very young age. She helps toddlers learn about washing their hands after they have had their nappy changed and before they eat, to help them to understand how to stop germs from spreading. The childminder also works closely with parents to support them and their children in making healthy food choices. The childminder provides drinking water and monitors children's intake to make sure they do not become dehydrated. Children have good opportunities to be physically active outside in the fresh air. They also enjoy action rhymes. They play together and copy one another during the rhymes. Children's social skills are developing well. They share toys and take turns, and their behaviour is good.

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Outcomes for children are good

Children are confident and eager to learn. Toddlers demonstrate very good independence skills for their age and select toys of their choice. Children show curiosity. For example, toddlers explore the natural objects in the treasure basket to enhance their sensory development and press buttons for cause and effect. Toddlers show a keen in interest in early writing skills and make marks on paper. Children are developing the skills they need for the next stage of their learning and for their eventual move on to school.

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Setting details

Unique reference number EY500228 Local authority Nottinghamshire Inspection number 1052899 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 5 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2016 and lives in Toton, Nottinghamshire. The childminding service operates term time only from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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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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