Noke, Catherine Elizabeth

Inspection date 10 December 2018 Previous inspection date 28 October 2014

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This inspection: Good 2

Previous inspection: Met 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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This provision is good

n The childminder observes children as they play and links her observations to the areas of learning and children's levels of development. She uses this information effectively to identify what children need to learn next. n The childminder provides a warm and welcoming home. Children demonstrate they are happy and confident in this environment. They happily make choices in their own play and readily include the childminder in their chosen activity. n Children's behaviour is managed well by the childminder. She provides them with plenty of praise and encouragement. This helps children to develop their self-esteem and promotes their emotional well-being. Younger children learn to take turns, share and use their manners with the childminder's reassuring support and guidance. n Children are safe in the childminder's home. She provides close supervision and reminds children to be careful when they use equipment, such as the trampoline and

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This provision is good

slide. n The childminder promotes children's independent learning skills well. They learn to organise their own games and make thoughtful decisions about the toys that they play with. n Children make good progress in their learning. The childminder knows the children well and meets their individual needs effectively. n The childminder does not consistently share information about children's progress with other early years settings that children attend to support further continuity in their learning. n As part of her self-evaluation, the childminder has not fully considered how she can develop her own knowledge and skills to raise the quality of teaching further.

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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 strengthen partnerships with other early years settings that children attend and share information about children's learning n focus the programme of professional development on improving teaching to a higher level so that children make rapid progress in their learning.

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What the setting needs to do to improve further

Inspection activities n The inspector observed different activities and assessed the impact these had on children's learning. n The inspector looked at relevant documentation, such as the childminder's self- evaluation and evidence of the suitability of the adults living on the premises. n The inspector spoke with the childminder and children at appropriate times throughout the inspection. n The inspector completed a joint observation and evaluated this with the childminder. n The inspector took account of the written feedback from parents.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder keeps her safeguarding training and knowledge up to date and reviews her policies regularly. She has a secure understanding of the procedures to follow if she has a concern about a child's welfare. The childminder provides a safe and secure environment for children's play. Effective communication helps parents to be fully informed and involved in children's development. The childminder talks to parents on a daily basis. This helps to keep them updated on their children's activities and achievements. They work together effectively to support children's care and learning needs. The childminder monitors children's progress to help make sure any gaps in learning are identified and closed quickly. Parents are complimentary about the progress their children make and say they value the high levels of care their children receive.

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Quality of teaching, learning and assessment is good

Children have good opportunities to learn and develop. They benefit from the childminder's involvement in their play. She talks to children as they play, models language and asks questions to encourage them to think and to solve problems for themselves. Children enjoy reading and looking at books with the childminder. They repeat the words they hear, extending their vocabulary. Children show good levels of enjoyment in their play and sustain their interest over long periods. They have plenty of opportunities to develop their early mathematical skills. Children count in sequence, play number matching games and recognise numbers and colours when out in the community.

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Personal development, behaviour and welfare are good

Children are happy and settled. They are cared for in a stimulating environment where they can choose from a good range of toys and resources. Children benefit from a gradual settling-in period, if required, and show that they have a strong attachment to the childminder. They listen to her and approach her for cuddles and reassurance as they need them. The childminder promotes children's good health and well-being effectively. Children have plenty of access to fresh air and enjoy healthy nutritious meals and snacks. They learn about communities beyond their immediate experiences and about the festivals of people with different faiths and beliefs. This helps children to understand the similarities and differences of others. Children behave well and respond to the gentle reminders of the childminder, who supports them to learn right from wrong.

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Outcomes for children are good

All children make at least good progress in their learning and development. They are acquiring the important skills they need for their future learning and for their eventual move on to school. Children are confident in their interactions with the childminder and visitors. They use a good range of tools and materials to make marks on various surfaces. Children learn to problem solve as they fit puzzles together and develop an awareness of counting and numbers. They benefit from physical activities and enjoy being outdoors. Children are curious and confident learners.

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Setting details

Unique reference number EY332734 Local authority Nottinghamshire County Council Inspection number 10083472 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 2 - 11 Total number of places 6 Number of children on roll 8 Date of previous inspection 28 October 2014

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Registers

The childminder registered in 2006 and lives in Sutton-in-Ashfield, Nottinghamshire. She operates all year round, from 7.30am to 5.30pm from Monday to Thursday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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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

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Registers

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Registers

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Registers

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