Childminder EY221862

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

Children arrive happy and confidently leave their parents. They eagerly make decisions about what they want to play with to support their own learning. Children freely explore and select resources that support their interests. This shows that they feel emotionally secure and safe. The childminder reflects on her practice. She makes improvements to promote children's sense of belonging. For example, children have their own tray to store their artwork.

p.2

The provision is good

The childminder is well qualified and has a wealth of experience working with and supporting children's development. She has high expectations of children's learning. The childminder makes the best use of daily routines to help children to develop their knowledge of numbers and counting. For example, she counts 'one, two, three' when she lifts younger children. The childminder counts the number of steps children take to get to the top of the slide. Children hear the words and begin to copy them.

p.2

The provision is good

The childminder extends her professional development. She attends training courses that help to develop her knowledge of how to promote positive behaviour. She uses words to praise children, such as 'super duper' and, 'well done'. Children demonstrate pride in their achievements. Younger children clap their hands when they use wooden blocks to build a tower. They show high levels of self-esteem.

p.2

need to do better?

n The childminder knows children well and follows their interests in play. She incorporates what children need to learn next through the positive interactions she has with them. For example, she asks children questions, gives them explanations and guides their learning. Children make good progress in their development. n The childminder provides opportunities for children to solve problems in their play. Children stack cubes on top of each other and think about their order, such as to put the largest at the bottom and smallest at the top. The childminder uses words such as 'top' to help children to develop their understanding of language that describes position. n The childminder helps children to be independent. For example, she encourages younger children to use cutlery at mealtimes. The childminder asks children what toys they would like to play with. This contributes to children making independent choices.

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need to do better?

n Parents comment positively about children's experiences with the childminder. They say that children have 'come on in leaps and bounds'. They comment that the childminder encourages their children to 'reach their potential'. n The childminder shares information with parents about children's achievements

p.2

need to do better?

28 October 2019 in her setting. However, when children first start, she does not find out enough information about what children already know and can do to help her plan for children's learning from the start. n The childminder uses the curriculum to broaden children's horizons beyond the home. For example, she offers children plenty of opportunities to play in the garden and to develop their learning outdoors. Younger children thoroughly enjoy being outdoors. They show excitement and say, 'whee' when they run down a small hill. n Children demonstrate good physical skills. They show balance and coordination when they kick balls. Younger children sit on tricycles and push them along with their feet. n The childminder writes information in a daily diary about children's care routines, such as when they sleep and what they eat. She shares this with parents so they know about their children's day. However, she does not give parents ideas or

p.2

need to do better?

suggestions about how they can continue to support their children's learning at home. n The childminder encourages children to develop a love of books. Children snuggle onto her knee to look at the pages. She asks children to identify and point to familiar pictures, such as the moon. Children listen, pay attention and follow instructions. n The childminder helps children to develop their communication and language skills. For example, she uses simple, repetitive words that younger children copy. When children finish eating, she lifts them from a highchair and says, 'shake, shake, shake' to remove crumbs. Children begin to copy words. This contributes to their developing vocabulary. n The childminder encourages children to take and manage risks in their play. She watches younger children climb steps to a slide and stands close by to support if necessary, thereby promoting children's safety.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder gathers information from parents about children's medical and dietary needs when they first start. This helps her to meet children's good health. The childminder attends child protection training to keep her knowledge up to date. She has a good understanding of potential indicators of abuse or neglect. The childminder knows the procedure to follow and the importance of working with other agencies to promote children's safety and welfare. She has a suitable range of toys and resources that are appropriate to children's age and stage of development. This helps to promote their safety.

p.3

should:

28 October 2019 n find out more information from parents about what children already know and can do when they first start to help plan more precisely for their learning from the outset n give parents ideas and suggestions about how they can continue to support their children's learning at home.

p.3

Setting details

Unique reference number EY221862 Local authority Nottinghamshire County Council Inspection number 10073065 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 11 Total number of places 6 Number of children on roll 5 Date of previous inspection 26 April 2016

p.5

Information about this early years setting

The childminder registered in 2002 and lives in Carlton, Nottingham. She operates all year round from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.5

Inspection activities

n The inspector had a tour of the areas of the premises that children use. 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 reviewed relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children throughout the inspection. n The inspector took account of the views of parents through reading the written feedback provided.

p.5

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.

p.5

Inspection activities

28 October 2019 28 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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