Childminder in Nottinghamshire

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

Children are happy and demonstrate that they feel safe and secure. They confidently move around the childminder's home and are keen to interact with her. Children show positive relationships with the childminder and other children. They receive plenty of praise and encouragement for their achievements. The childminder gives children gentle reminders to use good manners. Children learn to share and take turns when they play games. They behave well and are polite.

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The provision is good

The childminder has high expectations of children's learning. She provides children with opportunities to take and manage risks in their play. Younger children use knives to cut up strawberries. They demonstrate their understanding of how to use tools safely. Children show good hand-to-eye coordination. They use objects to build and construct.

p.2

The provision is good

Children develop good communication and language skills. The childminder talks to them about what they are doing. Children speak well and repeat the comments and statements she makes. The childminder introduces new words for children to learn, such as 'magnet'. This contributes to children's developing understanding and vocabulary. Children listen well and follow instructions.

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need to do better?

n The childminder supports children's mathematical skills effectively. Children complete age-appropriate puzzles and think about how they can make pieces fit together. The childminder gives children time to repeat the activity. This allows children to develop their understanding and knowledge of how to solve problems. Children show curiosity and have a positive attitude to learning. n The childminder takes children into the local community and provides them with interesting learning opportunities, beyond those they might not otherwise experience. For example, they visit shops and go to museums and soft-play centres. Children have opportunities to learn how to adapt their behaviour when they are in different social situations. n The childminder does not always make the best use of opportunities to extend children's literacy skills, such as supporting children to develop their knowledge of the sounds that represent letters of the alphabet.

p.2

need to do better?

n The childminder finds out information from parents about children's prior learning and achievements when they first start. This, along with her own observations, helps her to support children's development. The childminder provides children with opportunities to follow their interests. For example, when children show an interest in toy vehicles, she gives them different forms of toy transport to explore. Children say that their cars 'go fast'. n The childminder sends parents pictures of their children playing. This helps them

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need to do better?

15 January 2020 to know the activities their children have enjoyed. The childminder encourages parents to continue children's learning at home. For example, she takes children to the library to choose a book to share with their parents. This contributes to children developing a love of books and stories. n The childminder reflects on her practice. She gathers feedback from parents, for example, through questionnaires, to help her to identify improvements. The recent addition of a play kitchen encourages children to develop their imaginative skills. Children play with utensils and play food. n The childminder does not make effective use of professional development opportunities to enhance her interactions with children even more precisely to help them make the best possible progress. n The childminder encourages children to be independent in managing their personal needs. Children climb a step to wash their hands, and take off their

p.2

need to do better?

shoes. n The childminder works with parents to support younger children to move from wearing nappies to using the toilet. She shares books with children, which helps them to see images of other children using a potty or toilet. Children talk about the pictures they see. This helps them to be prepared for the next stage in their development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder carries out safety checks in her home. She ensures that toys and resources are clean, safe and appropriate for the age of the children in her care. This contributes to a safe environment for children to play. The childminder maintains a relevant first-aid qualification. This helps her to respond appropriately in the event of an accident or emergency. The childminder is aware of the types of abuse and knows their signs and symptoms. She knows how to respond to and report any concerns she may have about a child's welfare or safety.

p.3

should:

n strengthen interactions with children to help them develop their knowledge of the sounds that represent letters of the alphabet, to promote their literacy skills n build even stronger skills and expert knowledge through a more focused programme of professional development to help develop interactions with children and to help them make as much progress as possible.

p.3

Setting details

Unique reference number EY412390 Local authority Nottinghamshire County Council Inspection number 10074516 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 2 Total number of places 6 Number of children on roll 2 Date of previous inspection 18 March 2016

p.4

Information about this early years setting

The childminder registered in 2010 and lives in Sutton-in-Ashfield. She operates all year round from 8am until 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers home pick-ups and drop-offs. She holds an appropriate qualification at level 3.

p.4

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 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 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

15 January 2020 15 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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