Childminder EY397433

Inspection date 30 April 2019 Previous inspection date 30 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 childminder plans activities that help children to develop their mathematical skills. For example, she shows them how to use cups in paint to make circle shapes on paper. The childminder talks to children about how they can make a 'big' and 'small' circle. Children develop an understanding of shapes and language to describe size. n The childminder shares information with parents about their children's achievements. She provides them with a written report showing children's levels of development. This helps parents to understand how their children are progressing. n Children make good progress in their physical skills. For example, they have access to a wide variety of toys and resources in the childminder's garden. Children play on ride-on toys, swings and climbing apparatus. n The childminder extends her professional development. She attends training courses that deepen her knowledge of providing natural resources to support children's

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This provision is good

learning. For example, children use fir cones to represent an apple and a roof on a house, developing their imagination through play. n Children behave well. The childminder encourages children to share and to use good manners. She gives children plenty of praise and encouragement. This helps to raise children's self-esteem. n Children have a good relationship with the childminder. For example, they sit on her knee to listen to nursery rhymes. Children enjoy playing alongside the childminder and demonstrate that they feel safe and are emotionally secure. n The childminder reflects on the effectiveness of her provision and has changed the space and resources available for children. This has a positive impact on helping children to be more engaged in learning. However, the childminder does not gather the views of parents consistently to help her to identify ongoing improvements. n The childminder does not always recognise occasions when she can further promote

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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 involve parents consistently in identifying ongoing improvements to help raise outcomes for children even higher n strengthen opportunities for younger children to become independent.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children about their enjoyment of activities.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the signs and symptoms of abuse. She knows where to report concerns about children's safety and welfare. The childminder gathers information about children's medical and dietary needs. This helps her to promote children's good health. The childminder has a comprehensive set of policies and procedures in place. She shares these with parents when children first start attending. This helps parents to understand how the childminder keeps their children safe. The childminder works alongside parents to support consistency when children learn new skills. For example, they use stickers to praise children's achievements when they begin to use the toilet.

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Quality of teaching, learning and assessment is good

The childminder is well qualified and has a good understanding of how children learn and develop. She gathers information from parents about children's care routines and prior learning. The childminder uses this information to help her support children's development and well-being when they first start. She observes children when they play and assesses their abilities. The childminder identifies what children need to learn next. She helps children to develop their creative skills. For example, when children show an interest in musical instruments, the childminder shows them how to shake and bang objects together. Children learn how to play instruments and listen to the different sounds they make. The childminder provides opportunities for children to develop their literacy skills. For example, she sings nursery rhymes with the children. This helps children to develop their understanding of words that rhyme.

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Personal development, behaviour and welfare are good

The childminder provides opportunities for children to learn about their local community. She takes them to woodland and a lake where children develop their understanding of the natural environment. The childminder helps children to learn about healthy eating. For example, she talks to them about the nutritious snacks she offers them. Children help the childminder to plant and grow lettuce in the garden and learn how food grows. The childminder provides opportunities for children to develop an understanding of how they can keep themselves safe. For example, she talks to them about stranger danger, road safety and about not touching dogs when they meet them in the street. This helps to promote children's welfare.

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Outcomes for children are good

Children are at expected levels of development for their age and make good progress from their starting points in learning. This includes children who are in receipt of funding. Children progress well in their communication and language skills. They are confident communicators and talk to the childminder about their wants and needs. Children demonstrate good listening skills and follow instructions. They develop skills in preparation for their move on to school.

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Setting details

Unique reference number EY397433 Local authority Nottinghamshire County Council Inspection number 10074302 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 0 - 10 Total number of places 6 Number of children on roll 6 Date of previous inspection 30 March 2016

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Registers

The childminder registered in 2009 and lives in Ranskill, Retford. She operates all year round from 7am until 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 6. 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

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

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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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