Childminder in Nottinghamshire

Inspection date 8 July 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 reflects on her practice and identifies areas to develop her teaching skills. She recognised that she needed to improve the support provided for children's learning in mathematics and literacy. The childminder has completed training on teaching phonics (letters and the sounds they represent) and mathematics. As a result, she has improved her teaching skills and children's progress in these areas. n Parents are happy with the care provided by the childminder. They like her warm, kind approach and the enjoyable range of activities she provides for children. Parents also appreciate the daily feedback the childminder shares about their children's day. n The childminder extends children's learning from their interests well. She teaches children about various areas of learning while playing shops. Children have fun pretending to buy items and later ask to play again, as the shopkeeper. n The childminder has built strong bonds with children. She speaks to them with kind

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This provision is good

tones and talks to them about their families. Children are learning to share and care for others. They explain that they are making cakes with their parents and will give one to the childminder. n Children are developing good mathematical skills. They enjoy measuring the height of sunflowers and reading the numbers on the tape measure. The childminder challenges children to identify the tallest sunflower. Children are able to compare and point to the correct one. n The childminder's progress checks for children aged two do not contain sufficient detail about children's progress in the prime areas of learning. As a result, parents and health professionals do not have a clear enough picture of children's development. n The childminder does not know precisely all areas she identifies to help children to develop, in particular areas where children are ahead for their age. As a result, she does not provide as focused support as possible to help children progress to even

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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 provide more information in two-year-old progress checks so parents and professionals have a clearer picture of how children are developing across the prime areas of learning n improve knowledge further of all children's next steps in learning so more focused support is provided to help children make even higher rates of progress.

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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 held discussions with the childminder about safeguarding, how she evaluates her practice, children's progress and communication with parents. n The inspector looked at relevant documentation, such as assessments of children's learning, policies and procedures. n The inspector read references and questionnaires completed by parents about the childminder's practice.

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Effectiveness of leadership and management is good

The childminder uses knowledge from her childcare qualification to help children's development in all areas of learning. She provides a wide range of resources inside and outside that support children's learning well. For example, children have access to a large variety of tools such as water sprays and trowels. They use these to plant and water seeds. As a result, children develop good physical skills and an understanding of how plants grow. The childminder knows the signs that suggest children's welfare may be at risk and how to report concerns. She also has a good understanding of wider safeguarding issues. The arrangements for safeguarding are effective.

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Quality of teaching, learning and assessment is good

The childminder works well with parents to support children's learning. She obtains information from parents about what children can do when they first start and on an ongoing basis. The childminder uses this information to help her make accurate assessments about children's development. She uses her assessments to plan activities that focus on supporting children in areas of learning where they most need support. The childminder shares regular updates with parents about their children's progress. She explains to parents how they can support children's learning at home. For example, she suggests taking shy children to group activities so they can socialise with new people. The childminder's teaching is effective. She supports children's speech development well. The childminder introduces new words such as 'turret', as children make sandcastles.

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Personal development, behaviour and welfare are good

The childminder supports children to be independent well. She listens to children's views and encourages them to have a go at tasks, praising them when they are successful. Children tell her what they would like to play and if they need the toilet. They wash their hands on their own before snack and then cut up their banana using a plastic knife. The childminder has put in place a clear routine. Children behave well. They listen to instructions from the childminder, sitting nicely for snack and lunch. The childminder expands children's knowledge of healthy foods. For example, she sets up a shop with a wide range of fruit and vegetables that children choose and put into their toy trolley. She asks children the name of the fruit, giving them time to answer before explaining it is a mango. The childminder encourages children to think by asking the name of the fruit when they later eat this for snack. Children recall that it is a mango.

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Outcomes for children are good

Children are making good progress from their starting points. They are at a typical stage of development for their age and are exceeding expected levels in some areas. Children's literacy skills, in particular, are developing very well. They are able to write their name, forming clear letters. The childminder reads stories to children and asks questions to confirm their understanding and extend their learning. For example, she uses small- world figures to help children understand that Jack is at the top of the beanstalk. Children enjoy stories read to them and finish sentences of their favourite parts. They are developing key skills they need for school. Children concentrate for long periods on activities.

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Setting details

Unique reference number EY544930 Local authority Nottinghamshire County Council Inspection number 10099234 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 5 Number of children on roll 6 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Carlton, Nottingham. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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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