Childminder EY539889

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children enjoy spending time with the childminder. They benefit from her calm and attentive nature. Children feel safe and secure. They explore the childminder's home as if it was their own. For example, when they want to change what they are doing, they tidy up and get another toy out. They confidently ask for a drink when they are thirsty and tell the childminder what they would like to do next.

p.2

The provision is good

The childminder has high expectations for children's social and emotional development. She uses lots of praise and encouragement to boost their confidence and self-esteem. Children have a wonderfully close relationship with the childminder. They develop their independence through first-hand experiences. For example, they pay the bus driver and obtain their own ticket. Older children are naturally caring and gentle with babies. They try to reassure babies with affection when they are upset, and pass them toys.

p.2

The provision is good

The childminder has a good understanding of how children learn and plans a broad curriculum to support children's stage of development and interests. Children who enjoy technology spend good amounts of time with a programmable caterpillar. They move the segments of the caterpillar, which contain directional arrows to make the caterpillar move. Although the childminder interacts well with children, she misses some good opportunities to further develop their thinking skills. For example, she solves the problem of the caterpillar bumping into furniture too quickly for them.

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need to do better?

n Children thoroughly enjoy listening to stories. They extend their communication and listening skills as they find their favourite book and take it to the childminder to read. The childminder sits on the floor and they share good-quality time together reading stories. During these activities, the childminder encourages children to participate as she asks lots of questions about the pictures and links the book with children's own experiences. n The childminder does not make good enough use of partnerships with other settings and parents. This means that children's learning is not continued or extended as well as it could be. n Children enjoy a variety of opportunities to learn about the natural world. They learn about the seasons. They visit a local shop to buy a pumpkin and collect autumnal objects while on a walk. Children explore these at the childminder's home. They use real tools to cut open and explore the pumpkin. Children

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need to do better?

develop a good understanding of using these resources safely and correctly. n The childminder reflects on her practice and evaluates the effectiveness of her provision. She makes plans to improve her setting for the benefit of the children

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need to do better?

16 October 2019 in her care. For example, she wants to start introducing more opportunities for children to learn about letters and sounds. This will help prepare children for their move on to school. n The childminder is committed to her own professional development. She has formed good links with the local authority support groups and other childminders. This helps the childminder to remain updated. Furthermore, the childminder develops her teaching practice as she reads literature around areas that ignite her motivation with children. For example, she is reading around 'risky play' with children and the use of real tools in play. This helps to improve her teaching practice, specifically the curriculum she plans for the children. n Children have good opportunities to develop an understanding of healthy lifestyles. They explore the fruit and vegetable box that is delivered to the childminder's home each week. They learn about the benefits of each item and

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need to do better?

are introduced to new vegetables. On the day of the inspection, children were excited to learn all about the 'funny shaped potato' which was a sweet potato. n The childminder interacts with children generally very well. However, occasionally she misses opportunities to extend children's problem-solving and thinking skills. n The childminder knows the children well and understands what she needs to do to help them move on to the next stage in their learning. For example, she plans exciting activities that support children to develop their small hand muscles in preparation for writing. She makes mental notes for herself, which help her to identify any gaps in children's learning and plan focused activities to ensure their good progress.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates she is clear on her role and responsibility to keep children safe and secure while they are with her. This includes a thorough understanding of wider safeguarding issues. She closely supervises children as they play in the house and on outings. The childminder attends regular training to ensure that she has the most recent information to protect children in her care from harm. The childminder is confident with how to make a referral should she be concerned about a child's welfare.

p.3

should:

n strengthen partnerships with other providers and parents to consistently support and complement children's care and learning n improve teaching skills, specifically around challenging and extending children's thinking and problem-solving skills.

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Setting details

Unique reference number EY539889 Local authority Nottinghamshire County Council Inspection number 10089798 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 3 to 9 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2016 and lives in Worksop, Nottinghamshire. She operates all year round from 8am to 6pm, Monday to Friday, except for family holidays. The childminder holds a childcare qualification to level 3.

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Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. The childminder and the inspector reflected together on a learning experience for children. n The childminder showed the inspector around the areas of her home, including an outside building, that are used by the children. They discussed how the childminder organises her setting and plans the experiences and opportunities on offer. n The childminder provided a sample of her documentation and discussed with the inspector how she uses this in her practice.

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Inspection activities

We carried out this inspection 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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Inspection activities

16 October 2019 16 October 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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