Childminder EY537659

Inspection date 4 October 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder demonstrates a good commitment to improving the quality of care and learning experiences for children. She has built up a network of other childminders and early years professionals to help her reflect on and evaluate all aspects of her provision. This helps to ensure that good outcomes for children are maintained. n Teaching is consistently good. The childminder undertakes regular observations and assessments of the children and uses this information to plan appropriate next steps in their learning. Children make good progress. n The childminder encourages children to be polite and have good manners. Children behave well, signifying their growing awareness of boundaries and rules. They respond positively to guidance from the childminder as she values their individual needs and praises their good behaviour. n The childminder establishes caring relationships with the children, helping them to feel

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The provision is good

safe and secure. Children show their confidence as they talk to the inspector and show her their favourite toys. n The environment is well laid out and resources are easily accessible. The childminder ensures she offers plenty of choice for children which promotes their independence.

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It is not yet outstanding because:

n The childminder does not gather enough detailed information from children's previous settings about what children already know and can do before they start to enable her to plan thoroughly and build on their learning as soon as she begins to care for them. n The childminder has not fully explored ways on how to share her knowledge and expertise with parents to enhance children's learning and development even more at 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

n gather more detailed information from children's previous settings about the skills and abilities children already have when they first start and use this information to quickly plan for each child's learning n enhance communication and information sharing with parents to help them engage even more and extend their child's learning and development at home.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed all areas of the home that are used for childminding. n The inspector observed children engaged in a variety of activities and discussed their learning with the childminder. n The inspector looked at evidence of the suitability of the childminder and people living in the household. n The inspector held a number of discussions with the childminder. She looked at relevant documentation, such as the childminder's self-evaluation. n The inspector took account of the written views of parents expressed in letters read during the inspection.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder ensures that she keeps her knowledge of safeguarding issues up to date and has a good understanding of the signs and indicators of abuse and neglect. She understands the referral procedure if she has any concerns and knows the correct steps to take if an allegation is made against her or a household member. She keeps children safe and prioritises their welfare. The childminder is passionate about providing good-quality childcare. She makes the most of support offered from peers and recognises the value of training. This is helping her to enhance her awareness of how best to support children in their learning and to widen the experiences that she provides for them. Overall, relationships with parents are good. Parents comment that they are very happy with the care their children receive.

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Quality of teaching, learning and assessment is good

Teaching is purposeful. Children are encouraged to learn through developmentally appropriate play. The childminder plans activities to support children's next steps in learning. For example, she uses natural materials collected on a walk, such as conkers, to develop children's hand muscles. Children practise and refine their small-muscle skills as they manipulate objects and tools to 'catch' and move the conkers from one pot to the next. The childminder models language very well. She uses lots of repetition and introduces new words during play. Children start to copy these words and build up their vocabulary. The childminder supports children's emerging interests and extends their learning well. For example, as children begin to play with the babies, she adds a blanket and some nappies and sits down with them, talking about how to care for their baby. Children play alongside the childminder and are engrossed in their play for good

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Personal development, behaviour and welfare are good

The childminder has formed good relationships with parents. She offers settling-in sessions before each child starts that are flexible and sensitive to each family's needs. She uses this time effectively to build up trusting relationships with families. She gathers important information about the child which helps her to meet the needs of the child from the start and ensure their well-being is promoted. The childminder provides children with a range of healthy snacks, such as fruit and vegetables. Children have daily opportunities for fresh air and exercise as they play in the garden and go to different toddler groups weekly. These also help children to start to understand about their community and the different people and places that are in it.

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Outcomes for children are good

Children enhance their imaginative skills and learn about the world around them as they take on roles and pretend to be someone else. They are self-assured and enjoy making new friends at the different groups they attend. Children gain early mathematical skills during play. They count how many conkers they have, identify different coloured crayons and talk about who has the most conkers. Children are starting to develop the skills and attributes needed for their next stage in learning. Good links with the local school help prepare children for their eventual move on to school.

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Setting details

Unique reference number EY537659 Local authority Nottinghamshire County Council Inspection number 10077011 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - Total number of places 6 Number of children on roll 14 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in the Arnold area of Nottingham. She operates all year round, working flexibly from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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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Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

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Registers

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

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