Childminder in Nottinghamshire

Inspection date 8 May 2019 Previous inspection date 9 October 2015

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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 Children demonstrate positive relationships with the childminder and enjoy spending time with her. They are confident and show that they are emotionally secure. n The childminder extends her professional development. She has attended training to strengthen her understanding of how to support children to develop their understanding of the world. For example, she takes children to parks and helps them to learn about nature. n The childminder encourages older children to think about ways to solve problems in their play. For example, she asks them to find a way to get from the middle to the outside of a puzzle in a book. Children show determination when they complete tasks. n The childminder supports children's communication and language skills well. She asks children a good variety of questions and gives them time to respond. Children talk confidently and are keen to share their thoughts. They reach typical levels of

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This provision is good

development in all aspects of their learning. n The childminder gathers the views of parents and carers to help identify improvements to her provision. Recent changes have a positive impact on promoting younger children's independence. For example, children wash and dry their own hands. n Overall, partnerships with parents and carers are good. The childminder shares information with them about their children's learning and development. She sends parents and carers photographs of their children playing. This helps them to know that their children are happy and settled. n The childminder does not consistently seek information from parents and carers about children's prior learning when they first start. n The childminder does not work as effectively as possible with all other settings that children also attend, to share information and further support continuity in learning.

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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 consistently gather information about children's prior learning from all parents and carers to help plan more precisely for children when they first start n strengthen ways to share information with other settings children attend, to further support continuity in learning.

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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. n The inspector took account of the views of parents through reading the written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has an up-to-date knowledge of the signs of abuse or neglect. She knows where to report any concerns she has about children's safety or welfare. The childminder supports parents to understand how they can keep their children safe at home. For example, when children access information on the internet. The childminder supports children with special educational needs and/or disabilities effectively. She works with parents, carers and other professionals to meet children's individual care and development needs. Parents and carers comment positively about the childminder. They say that she is kind and caring and has plenty of books, toys and crafts for children to play with.

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Quality of teaching, learning and assessment is good

The childminder observes children when they play and assesses their abilities. She uses this to plan for what children need to learn next. The childminder supports children to develop their mathematical skills. For example, she helps them to recognise new shapes, such as a 'hexagon'. Children extend their understanding of different shapes. The childminder provides opportunities for children to develop their creative skills. For example, she shows them how to play musical instruments, such as banging drums and blowing into a whistle. Children develop an understanding of how they can make sounds in different ways.

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Personal development, behaviour and welfare are good

The childminder helps children to learn how they can keep themselves safe. For example, when she walks with them in the street, she securely holds on to their hands and talks to them about the dangers of the road and obstacles on the path. Children behave well. They play games with the childminder and other children and learn how to share and take turns. The childminder gives children plenty of praise for their achievements. This helps to raise their self-esteem. The childminder provides children with opportunities to develop their understanding of a healthy lifestyle. For example, she talks to them about the nutritious food she offers them. The childminder ensures that children receive fresh air and daily physical exercise. Children say that they like to dance.

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Outcomes for children are good

All children, including those in receipt of funding, make good progress in their learning. Children learn skills that will help them at school. For example, they are sociable and attend to most of their own needs independently. Children reach typical levels of development for their age in literacy. For example, they begin to write their own name and recognise sounds that represent letters of the alphabet. Children develop their knowledge and understanding of their own and others' cultures. For example, they learn words that people speak in India.

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Setting details

Unique reference number EY419470 Local authority Nottinghamshire County Council Inspection number 10065325 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 3 - 14 Total number of places 6 Number of children on roll 10 Date of previous inspection 9 October 2015

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Registers

The childminder registered in 2010 and lives in Retford. She operates all year round from 7am until 7pm, Monday to Friday, except for bank holidays 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

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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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