Childminder EY542203

Inspection date 7 May 2019 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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This provision is good

n The childminder has a good understanding of how children learn. She carefully observes and monitors children's development. She makes good use of her assessments to promptly identify and address any gaps in children's learning. The childminder tracks children's progress effectively through thorough assessment of their learning. This means that the childminder knows exactly what the children can do and their next stage in learning. Children make good progress. n The childminder provides a warm, welcoming environment where children settle quickly and are happy to play. Children access a wide range of quality resources that are appropriate to their age and stage of development. n Children's behaviour is very good. The childminder is a positive role model. Children receive lots of encouragement and praise that develops their self-esteem extremely well. They share toys, take turns and are becoming aware of each other's needs.

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This provision is good

n The childminder provides a wide variety of interesting activities for children. She regularly takes them on outings, for example, to a variety of toddler groups. This helps children to develop social skills and to feel part of their local community. n The childminder takes positive steps to evaluate her practice and to make improvements. She receives complimentary feedback from parents about the care she provides. She has clear areas for development to improve outcomes for children. For example, the childminder has extended her range of open-ended resources. n The childminder does not always obtain enough information about children's developmental starting points in order to help plan their learning fully from the beginning. n The childminder sometimes asks questions without giving the children sufficient time to think, process their thoughts and respond.

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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 work more closely with parents when their child first starts to gather more information about their child's learning and development n enhance teaching skills further and give children more time to think through their ideas, work things out and help them respond to questions with greater success.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector looked at children's records, a sample of policies and evidence of the suitability of the childminder and other adults in the household. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector took account of the parents spoken to and the written views of parents.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder knows how to recognise and respond to the signs and symptoms of abuse or neglect. She also has a good understanding of wider safeguarding issues. The childminder places a high importance on her professional development. She regularly attends training and has developed the range of resources available to children as a consequence. This supports her to continuously improve her practice. The childminder has detailed policies and procedures in place to help keep children safe from harm. She effectively uses risk assessments to identify and minimise potential hazards in her home, garden and while on outings. Children learn how to keep themselves safe as they are clear about expectations of behaviour.

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Quality of teaching, learning and assessment is good

The childminder has a good knowledge of how children learn. She gets to know children well and plans activities that build on children's interests and skills. For example, children enjoy sharing stories with the childminder. Furthermore, she adapts activities children are engaged in to support their emerging interests and extend their learning. For example, during story sessions, she introduces early mathematics by using pictures to help children count with her. This motivates children and helps them to make good progress. The childminder shares information with parents about their children's progress. She supports them with ideas about different ways they can continue their child's learning at home. This supports continuity in children's learning.

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Personal development, behaviour and welfare are good

The childminder provides a nurturing environment where children are extremely relaxed and happy. Children are very confident and motivated to learn. The childminder provides a wide range of high-quality resources. She develops children's self-esteem and independence exceptionally well, using every opportunity to encourage them. For example, children select resources to support and extend their chosen play. The childminder is an excellent role model and praises children highly for their achievements. Children are emotionally prepared and developing essential skills in readiness for their move on to school. For example, children routinely sit and attempt to put on their own shoes before going outside to play. The childminder is highly proactive in promoting healthy eating and encouraging children to try a variety of foods.

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Outcomes for children are good

Children make good progress in all areas of learning. They are reaching the milestones typical for their age. They leave the childminder well prepared for the next stage in their learning. Children are confident, bright and inquisitive. They are happy and eager to join in with activities. They acquire good mathematical skills when they count the animals they have been playing with. Children learn to take turns and play cooperatively. For example, they work together to share favourite toys. They develop good relationships with the childminder and they learn to value and respect the feelings and opinions of others at toddler groups. Children are supported to acquire self-care skills, such as feeding themselves at mealtimes.

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Setting details

Unique reference number EY542203 Local authority Nottingham Inspection number 10099017 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 - 9 Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Clifton, Nottingham. The childminder operates all year round from 7.15am 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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