Childminder EY292024

Overall effectiveness Good

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

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The provision is good

Children thoroughly enjoy their time at the setting. They are fully engaged in the wide range of activities on offer and concentrate very well for long periods of time. The learning environment is very well resourced and is planned with children's current interests and next developmental steps in mind. For example, they learn to recognise written numbers and count using dinosaur-themed signs and resources in the outdoor area. The childminder has high expectations for children's learning. Children are given appropriate levels of challenge and they have fun while they learn. For example, they are encouraged to find and identify written numerals hidden in the sandpit or in a tray of dry rice.

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The provision is good

The childminder extends children's learning further in imaginative ways. For example, she makes home-made play dough with fresh herbs, such as cinnamon and thyme. Children enjoy experiencing the different smells and other sensory aspects of this activity. For example, younger children keenly explore the smaller resources, such as sparkly beads, which they then use to decorate their play dough dinosaurs. Children demonstrate through their behaviour that they feel happy and safe in the childminder's care.

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need to do better?

n The childminder knows the children in her care extremely well. She speaks enthusiastically and knowledgeably about their interests and achievements. Additionally, she gathers information about what children are learning at other childcare provisions where they also attend. This well-rounded approach helps the childminder to plan a range of interesting activities and to accurately identify and focus on children achieving their next developmental steps. n The childminder has a very secure knowledge of how children learn. She plans and implements an exciting and well-structured curriculum. This supports children to build upon their existing skills and to prepare for their next stage in learning. For example, children handle malleable materials, such as play dough, to support their small-muscle development in preparation for writing. They find the first letter of their name on a singing alphabet toy. The childminder speaks

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need to do better?

to children in phonetic language, which further supports their progress in beginning to recognise and write their own names. n On occasions, the childminder does not allow children adequate time to think and respond to her questions. When children are identifying pretend wooden food items, she sometimes anticipates their answers for them, for example a lemon being sour. In addition, she occasionally misses opportunities to use descriptive language and to introduce even more vocabulary to children. n Children are learning to become increasingly independent in their play and self- care. During activities, they skilfully handle various resources, such as rolling

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need to do better?

4 December 2019 pins and play dough cutters. They fasten the zips on their coats and take their shoes off. When they encounter setbacks, the childminder encourages them to have another go. Children persevere and keep on trying hard to achieve. As a result, children are also becoming very well prepared for school. n The childminder broadens children's experiences of the world in which they live. Younger children are fascinated when they watch the childminder feed the birds in the garden for the first time or when they experience the feeling of dried rice running through their fingers. The childminder establishes good lines of communication with parents so that she can identify new experiences for their children. For example, providing them with opportunities for messy play or taking them on outings to the zoo. n Children behave well. They follow routines, listen to instructions and are respectful of each other and their environment. The childminder supports

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need to do better?

children to start recognising their feelings and emotions, for example whether they are 'happy' or 'sleepy'. n The childminder is highly committed to building upon her own professional expertise and development. She undertakes daily reading and weekly training across a wide range of relevant childcare areas. This is reflected in her up-to- date knowledge and strong overall practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a very good understanding of effective safeguarding practice and wider safeguarding issues. She has a secure knowledge of the signs and symptoms that could indicate a child is at risk of abuse. Furthermore, she clearly understands the procedures she would follow if she had concerns about a child. The childminder takes care to ensure that family members and any visitors to her home are aware of other appropriate safeguarding measures, for example ensuring that they do not use mobile phones when children are on the premises. She ensures that her setting is safe and secure.

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should:

n further support children's speech and language development by increasing the range of vocabulary and descriptive language used in the setting, and by consistently allowing children sufficient time to respond to questions.

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Setting details

Unique reference number EY292024 Local authority Nottinghamshire County Council Inspection number 10114419 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 4 Date of previous inspection 13 November 2015

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Information about this early years setting

The childminder registered in 2004 and lives in Clipstone, Nottinghamshire. She operates all year round from 7.15am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the childminder completed a learning walk across all areas of the provision to understand how the early years provision is planned and the curriculum is implemented. n The inspector spoke with the childminder and children at appropriate times throughout the inspection. n The inspector took account of the views of parents through written feedback provided. n The inspector looked at relevant documentation, such as evidence of the suitability of the adults living on the premises and of the childminder's training and qualifications.

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Inspection activities

4 December 2019 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

4 December 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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