Childminder EY396538

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

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The provision is good

Parents comment positively about the childminder. They say that she always gives children a 'warm welcome when they arrive in the morning'. Children behave very well and play harmoniously together. They have impeccable manners. Children demonstrate positive relationships with each other and the childminder. For example, older children help younger children to take off their shoes. Children go to the childminder for cuddles. This shows their sense of security and belonging.

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The provision is good

Children are happy, have a positive attitude and enjoy learning. They take pride in their achievements and are keen to share their experiences with others. For example, older children ask the childminder to watch them when they balance on one foot. They say that they hold out their arms 'to balance'.

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The provision is good

The childminder has high expectations of children's learning. She plans experiences for children to learn about special occasions and events. Children watch images of 'Big Ben' in London when it chimed midnight to celebrate a new year. They count the number of chimes they hear. This contributes to their mathematical skills. Children have unique opportunities to learn about the world. They identify different countries on a globe, such as Germany and the United Kingdom.

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need to do better?

n The childminder gathers information from parents about what children already know and can do when they first start. This helps her to identify what children need to learn next. As a result, children make good progress from their starting points in learning. n The childminder supports children's communication and language skills well. For example, she asks older children a good range of questions that encourage them to develop their thinking skills. The childminder uses simple words when she speaks to younger children. This contributes to their developing speaking skills. n The childminder gives children simple tasks to complete. For example, she asks them to remind their friends to wash their hands prior to eating and to tidy away toys and resources. This helps children to gain a sense of responsibility. n The childminder provides children with opportunities to take and manage risks in their play. Older children use knives safely to cut up bananas for snack. They

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need to do better?

say, 'ready, steady, chop'. Children value the praise they receive from the childminder for their achievements. n The childminder makes the most of daily routines to support children's understanding of mathematics. For example, when children eat snack, she asks them how many pieces of banana they have and the shape of the food they eat. This contributes to children's understanding of counting and shapes. n The childminder provides children with opportunities to develop their literacy

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need to do better?

7 January 2020 skills. Older children identify letters in their name. The childminder helps children to learn the sounds that represent different letters of the alphabet. n The childminder uses the curriculum to enhance experiences and opportunities for children. For example, she makes sure that children have daily opportunities to play and learn outdoors to support their development. In the childminder's garden, children use chalk to make marks on the concrete, and they use ride-on toys, promoting their physical skills. n The childminder plans activities to support children's learning. For example, she provides children with paint, brushes and sponges to encourage them to develop their creative skills. However, she does not always think about how younger children can engage highly effectively in some of the planned activities she offers to help them make the best possible progress. n The childminder shares information with parents about children's learning,

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need to do better?

including a written summary that shows children's achievements. She shares information about what children need to learn next and supports parents to continue their children's learning at home. n The childminder has not fully developed practices for sharing information with staff at the pre-schools that children also attend, to enhance the good continuity children experience in their learning. n The childminder reflects on her professional development. She undertakes training on the internet to extend her knowledge of childcare. This helps her to provide a wide range of activities that capture children's interests.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of the signs of abuse. She understands her responsibility to refer any concerns about children to the appropriate agencies. Furthermore, she is familiar with the indicators of children being at risk of extreme views and behaviours and wider aspects of child protection. If other people collect children, the childminder asks for vehicle registration numbers and passwords to check the identification of people she does not know. This ensures that children do not leave her care with a person unknown to their parents. This contributes to children's safety.

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should:

n support younger children consistently during planned activities so they are highly engaged in learning n strengthen information-sharing practices with staff at pre-schools that children also attend, to enhance further the continuity in children's learning.

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Setting details

Unique reference number EY396538 Local authority Nottinghamshire County Council Inspection number 10074289 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 4 Total number of places 6 Number of children on roll 5 Date of previous inspection 23 February 2016

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Information about this early years setting

The childminder registered in 2009 and lives in Kimberley. She operates all year round from 7.30am until 5.30pm, Monday to Thursday, except for 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 had a tour of the areas of the premises that children use. n The inspector observed the quality of education 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. 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.

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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

7 January 2020 7 January 2020 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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