Childminder EY549933

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 thoroughly enjoy their time with the childminder. They choose what they like to do from the wide range of interesting resources and activities. The childminder has high expectations of what children can achieve. She takes every opportunity to support their learning using the activities they choose. As a result, they make good progress across all areas of the curriculum. For example, children play with cars and the childminder joins them, helping young children count the number of cars they have and talking about colour, size and speed as they race them around. Children start to develop a love of books. The childminder makes reading enjoyable. She reads with enthusiasm, showing her own enjoyment, and children join in with laughter and excitement. They name the animals in the pictures and talk about what they think they are doing.

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The provision is good

Children show that they are happy and settled in the childminder's care. She knows them well and talks frequently about their families and life at home. Children behave very well. They respond to the childminder's gentle reminders, for example to sit nicely at the table and help to tidy up their toys, and are praised when they do so. Children are kept safe as the childminder takes appropriate action to manage risks both inside and outside the home.

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need to do better?

n The childminder's effective practice ensures that children make good progress from their starting points. The childminder completes accurate assessments on an ongoing basis. The assessments link clearly to the planning of activities that successfully support children's next steps. The childminder uses activities well to extend children's knowledge across different areas of learning. For example, children choose to play with small-world figures, and the childminder introduces building bricks and encourages them to build a home as part of their play. The childminder focuses really well on what children need to do next and thinks carefully about how she can encourage that. Very occasionally, the childminder moves on from an activity when children are still enjoying it and learning from it. n The childminder builds strong partnerships with parents. She involves parents in their children's learning and assessment from the start and gives regular

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need to do better?

feedback about the progress their children are making. The childminder gathers comprehensive information about children at the start of their placement to ensure that all their individual needs can be met. Parents praise the childminder's professionalism and the wide range of enjoyable activities she provides. The childminder involves parents in the evaluation of her practice. She asks them for their opinions about what she does and if there is anything they think she could do differently. n Children benefit from the close relationships they have with the childminder.

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need to do better?

19 November 2019 They love chatting and playing with her. The childminder shows she values children, listening to their stories about life at home and school and showing an interest in what they do. They show her pictures they have drawn and are proud when she praises their efforts. Children demonstrate good behaviour, such as when they sit to eat their meals. n The childminder supports children's growing independence. She encourages them to have a go and to persevere if they initially find something difficult, such as holding a pencil correctly or building a tower, providing guidance as they do so. She talks to children about keeping themselves safe, and she tells them why they need to wash their hands carefully before eating. This prepares them for the next stage in their learning. n The childminder works well with other settings children attend. She shares information about children's stage of development and next steps and works

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need to do better?

collaboratively with them. This helps to enable children to make the best possible progress. n The childminder considers what children know and what experiences they have at home and provides activities and opportunities to enhance these. Children who do not have a pet at home learn how to take care of animals by helping to care for the childminder's dog. She shares a book about vets with the children so they start to understand about 'people who help us'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a very thorough professional knowledge of child protection issues. She has attended relevant training. Children are kept safe because she has a good understanding of what signs and symptoms may indicate that a child is at risk of harm and knows what steps she must take if she has any concerns. There are comprehensive policies and procedures in place which underpin her practice. These cover a full range of safeguarding issues, including the use of mobile phones in the setting and the risk of extreme views and behaviour.

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should:

n strengthen the organisation of routines to further support children's engagement and enjoyment within activities.

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Setting details

Unique reference number EY549933 Local authority Nottinghamshire County Council Inspection number 10111191 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 to 6 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

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

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Inspection activities

n The inspector completed a learning walk with the childminder and discussed the curriculum. n The inspector observed the quality of teaching and assessed the impact this had on children's learning. n The inspector reviewed a selection of documentation, policies and procedures, including the safeguarding policy, medication and accident records. n The inspector took into account the views of parents that had been expressed in writing. n The inspector observed interactions between the childminder and the children who attend, and spoke to children when appropriate.

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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

19 November 2019 19 November 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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