Childminder, Out-of school day care in Nottinghamshire

Inspection date 20 May 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 Not Applicable

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This provision is good

n Children enjoy their time with the childminder. They have the opportunity to rest and relax before and after the school day or take part in more-energetic activities if they choose. n The childminder provides a range of resources and activities that help children to understand other people around them. For example, they learn about different cultural celebrations and try food from different countries. n Partnerships with parents are strong. The childminder holds daily discussions with parents about their children's achievements. This information helps her to plan and extend children's learning. n The childminder is very effective in her organisation of resources. She strives to ensure children are provided with a suitable range of stimulating activities that meet their needs and interests. n Children confidently manage tasks for themselves, building their independence and self-confidence. The childminder teaches children good social and life skills. Children

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This provision is good

are beginning to respect each other's views. n The childminder is warm and friendly towards children. Children approach the childminder confidently, to support them in their play. The childminder listens carefully to children. She values children's thoughts, wishes and ideas. n The childminder does not make full use of opportunities to exchange information with the schools that children attend so that she can provide the highest level of continuity of care for children.

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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 the exchange of information sharing with schools about individual children's needs, routines and learning to provide an even higher level of continuity.

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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 reviewed relevant documentation, such as the childminder's self- evaluation and evidence of the suitability of the adults living on the premises. n The inspector completed a joint observation and evaluated this with the childminder. n The inspector spoke with the childminder and the children at appropriate times throughout the inspection. 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 has a good knowledge of the possible signs and symptoms of abuse and neglect. She fully understands the procedures to follow should she have concerns regarding children's welfare. The childminder checks and maintains the environment daily. She confirms it remains suitable and safe for children to play. The childminder is motivated to further develop and expand her good practice. She actively seeks the views of both parents and children on the service she provides. The childminder evaluates their feedback to identify priorities for her continued improvement. For example, she now uses a project approach to her activities. This has a positive impact on children's learning and experiences. The childminder is committed to maintaining her continued professional development. She regularly accesses online training to broaden her knowledge and teaching skills. For example, the childminder now

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Effectiveness of leadership and management is good

has more sustainable materials and resources. This helps her to cut down on waste and plastic materials. The childminder believes that children now think more deeply about how they can support a better environment.

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Quality of teaching, learning and assessment is good

The childminder takes account of children's ideas and interests when planning activities. This helps to ensure that children remain motivated to play and explore after a full day at school. Children have good opportunities to build on what they already know and can do well. For example, the childminder helps extend children's awareness of number and simple calculation. They make cupcakes to eat as a dessert after their meal. Children follow a recipe and learn to understand instructions step by step. They read the numbers on the scales and learn how to operate the microwave safely. This gives them a sense of achievement and supports them to learn new skills. The childminder provides good support for children's communication. She engages in conversation with them about their school day and encourages them to describe what they have been doing. This helps children to think through their ideas and reflect on their day.

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Personal development, behaviour and welfare are good

The childminder provides a safe and homely environment which children explore confidently. Good settling-in arrangements help children adapt to their new surroundings with ease and build secure attachments. Children behave well and learn to share resources. When children arrive back from school, they put their bags and coats away and engage in physical play outdoors. The trampoline is popular and children know they must share and take turns. During a 'bug hunt' in the garden, children play cooperatively together. They uncover small rocks and excitedly identify what they find. The childminder comes along side them and helps them to describe the mini-beasts they have collected. Children use a magnifying glass to get a close-up view of the woodlice and describe what they see. The childminder extends their vocabulary and children express their ideas well. For example, children show concern at the slime that the slugs and snails produce.

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Personal development, behaviour and welfare are good

They describe it as 'absolutely disgusting'. Children learn about healthy eating options. They benefit from home-cooked, nutritious meals which are freshly prepared each day.

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Setting details

Unique reference number 252331 Local authority Nottinghamshire County Council Inspection number 10065354 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 4 - 11 Total number of places 6 Number of children on roll 15 Date of previous inspection 30 March 2016

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Registers

The childminder registered in 1994 and lives in Chilwell, Nottingham. She operates during the school term only, Monday to Friday, from 7am until 9am and 3pm until 6pm. At the time of the inspection, the childminder provides out-of-school care only.

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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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