Robinson, Karen

Inspection date 24 April 2019 Previous inspection date 10 March 2016

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This inspection: Good 2

Previous inspection: Good 2 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 dedicated childminder reflects on the quality of her provision. She regularly seeks the views of parents and children and uses this information to help develop carefully planned improvements. For example, she has plans to turn a part of the garden into a growing and digging area, so the children can learn more about living things and nature. n Effective partnerships with parents enable the childminder to meet children's individual needs well. The childminder informs parents about their children's learning and development, and parents share information about any achievements they make at home. This helps to provide continuity in children's learning and care. n The childminder develops good relationships with children, who are happy and well settled in her welcoming home. She is kind, caring and attentive to their needs. This helps to support children's emotional well-being effectively. n Children enjoy a range of activities and resources to help them develop their

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This provision is good

understanding of their own identity and other people around them. The childminder provides children with many opportunities to enjoy trips to places of interest in the community. This helps children to learn about the wider world. n The childminder completes ongoing observations and accurate assessments of children's learning. This helps her to plan for what children need to learn next. She closely monitors their progress and closes any gaps in their development quickly. All children make good progress in their development from their starting points. n At times, the childminder does not provide a high level of challenge in activities to fully extend older children's learning and thinking further. n The childminder does not take full advantage of professional development opportunities relating to key teaching skills to enhance her knowledge and raise her practice to the highest level.

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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 offer a higher level of challenge during activities to help older children extend their learning and thinking skills even further n build on the programme for professional development and take full advantage of opportunities to raise the quality of teaching to the highest level.

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What the setting needs to do to improve further

n The inspector had a tour of the childminder's home. She spoke with children and the childminder at appropriate times during the inspection. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. She discussed children's assessments, their learning and development and the progress they make. n The inspector took account of the views of parents and carers through their comments and written feedback. n The inspector sampled a range of documentation, including safeguarding policies and procedures and evidence of the childminder's suitability. She also looked at documentation linked to the childminder's professional development and qualifications.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder demonstrates a clear understanding of who to contact if she has any concerns about a child's welfare. She attends safeguarding training to update her understanding of current child protection procedures. The childminder carries out safety checks to reduce all hazards, to provide children with a safe environment to play in. In addition, she teaches children to manage their own safety, such as how to use the larger equipment at the park and to cross the road with care. The childminder works closely with local pre-schools and schools to support children when they move on from her provision.

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Quality of teaching, learning and assessment is good

The experienced childminder understands how children learn. She provides a wide range of activities and opportunities to promote children's learning. The childminder interacts very well with children and promotes their communication and language skills effectively. She regularly talks to children and explains what they are doing. The childminder tunes in well to younger children's communication. For example, she makes eye contact and repeats words to help them speak clearly. She introduces new words to help increase older children's vocabulary. The childminder promotes children's early literacy skills well. She reads stories with enthusiasm and leaves gaps when reading for older children to encourage them to join in and anticipate what will happen next. In addition, she encourages children to make marks and to learn to write their name.

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Personal development, behaviour and welfare are good

The childminder supports children's physical well-being very well. Children demonstrate self-confidence as they move around the rooms, choosing their own activities and play. They behave well, play cooperatively together and learn to share and take turns. The childminder is a good role model and she encourages good behaviour through appropriate, positive praise and encouragement. She teaches children to be polite and to respect each other's views. The childminder provides a wide range of opportunities for children to learn about healthy lifestyles. For example, they follow good hygiene routines, eat healthy food and have opportunities for regular outdoor play. The childminder encourages children to care for their environment and the toys, and to take responsibility for their play. For example, they help to tidy up when activities are finished.

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Outcomes for children are good

All children, including those in receipt of funded early education, are acquiring skills for their future learning. They are enthusiastic, capable and well-motivated learners. Children keenly try new activities and use their imaginations well. For example, they become engrossed in an arts and craft activity where they make an elephant out of a plastic milk bottle. They use glue spreaders with skill and pick up small pieces of tissue paper to stick onto the elephant, demonstrating good small-muscle skills. Older children develop good early mathematical skills as they count and use numbers in their play. Younger children help to dress and undress themselves as they learn to put on and take off their shoes and coats.

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Setting details

Unique reference number EY459242 Local authority Nottingham Inspection number 10075390 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 - 7 Total number of places 6 Number of children on roll 7 Date of previous inspection 10 March 2016

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Registers

The childminder registered in 2013 and lives in Nottingham. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays, one week at Christmas and family holidays. The childminder 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

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

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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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