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

p.1

The provision is good

When children first start attending, the childminder finds out from parents about their children's interests. She provides activities that she knows they will enjoy. This contributes to children feeling emotionally secure.

p.2

The provision is good

Children are happy to arrive. They confidently say 'goodbye' and wave to their parents when they leave them. Children have positive relationships with the childminder and enjoy the interaction they have with her through play. Parents say that their children are safe in the childminder's care.

p.2

The provision is good

The childminder has high expectations for children's learning. She encourages them to solve problems in their play. For example, the childminder asks younger children if they can get a ball out of a toy. When they struggle, she reassures them and says 'keep trying'. Children persevere and achieve their goals. This helps children to develop a can-do attitude to learning.

p.2

The provision is good

The childminder offers children unique opportunities to learn about the world. For example, she offers them a wide range of toys and resources that can be found in other countries, such as China. Children play with chopsticks, rice, gold-coloured coins and eat fortune cookies.

p.2

need to do better?

n The childminder encourages children to be independent. She provides them with a step in the bathroom that enables children to reach the sink. Children wash their hands independently. n The childminder and parents work together to support children's learning and development. She offers parents ideas about how they can continue their children's learning at home. For example, she takes children to the library to choose a book to take home for parents to read to their children. However, the childminder does not share enough information with other early years settings children also attend, to promote consistency in the experiences they receive at both settings. n The childminder actively promotes positive behaviour. She gives children praise and places a high focus on encouraging them to use good manners. Children behave well and are polite. n The childminder does not make effective use of professional development

p.2

need to do better?

opportunities to enhance her already good interactions with children even further. n The childminder supports children's communication and language skills. She gets down to their level and talks to children about what they are doing. The childminder introduces simple words when she speaks to younger children. This

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need to do better?

28 January 2020 helps them to extend their vocabulary. n The childminder uses her curriculum to broaden children's experiences. She takes them into the local community to places of interest, such as the library. This provides children with opportunities to develop their social skills and to interact with children of a similar age. n The childminder knows children well. She plans activities and also follows children's interests. For example, when children start to play with a fishing game, the childminder sings a song about catching a fish. As a result, children are engaged and motivated to learn. Children make good progress in their learning and develop skills for the future. This includes those children who are in receipt of funded early education. n The childminder helps children to develop their mathematical skills. When younger children use tissue paper in their artwork, the childminder talks about

p.2

need to do better?

the pieces being 'big' and 'small'. This helps children to develop their knowledge of language that is used to describe size. When older children play with cups and bowls, she asks them to count how many they have. This contributes to their understanding of numbers. n The childminder provides children with opportunities to be creative. Younger children put bowls on their heads and say that they are wearing a hat. Older children bang chopsticks on top of upturned bowls. They pretend to play drums. n The childminder gathers the views of parents and children when she reflects on her setting. Since her last inspection, she has increased opportunities for children to learn about growth and decay over time. For example, children help her to plant and water seeds in the garden.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder completes risk assessments in her home. She checks the environment to help identify any potential risks to children. This helps her to provide a safe place for children to play. The childminder has a good understanding of the signs of abuse. She knows where to report any concerns she has about a child's safety and welfare. The childminder ensures that children leave her care with a person known to their parents. For example, she asks for passwords from people she does not know. This contributes to children's safety.

p.3

should:

n strengthen information sharing with other early years settings that children also attend, to promote consistency in their learning and development n strengthen professional development to build further on interactions with children to help them to achieve the best possible progress.

p.3

Setting details

Unique reference number EY428782 Local authority Nottinghamshire County Council Inspection number 10074810 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 9 Total number of places 6 Number of children on roll 5 Date of previous inspection 1 March 2016

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Mansfield. She operates all year round from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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 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 about their enjoyment of activities. n The inspector took account of the views of parents through discussions and by reading written feedback provided.

p.4

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

28 January 2020 28 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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