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 Not applicable

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The provision is good

Children benefit from a homely and relaxed learning environment, which helps them to settle quickly and to feel safe and secure. Young children demonstrate their confidence as they happily explore their surroundings and choose to play between the playroom and living room. Children develop their independence as they select their own resources and toys to play with. They form wonderful relationships with the childminder and enjoy spending quality time playing with her. For example, they bring her books and settle on her knee ready to enjoy the story.

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The provision is good

Children have a positive attitude to their learning and are eager to explore and find things out for themselves. The childminder has high expectations of what young children can achieve. She skilfully weaves in opportunities for children to have rich learning experiences as they play. As a result, children are super problem-solvers. They persevere when things are not as easy as they first thought. For example, toddlers spend a long time trying to get a model cow to fit through the window of the toy farmhouse. They use knowledge gained from previous support by the childminder to twist, turn and move the cow in different angles. Children are learning important mathematical concepts, such as size, shape and positioning.

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The provision is good

Children learn to behave appropriately for their developmental age. They are starting to gain an understanding of their emotions. Young toddlers play cooperatively alongside the childminder and share their toys with her.

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need to do better?

n The childminder delivers a well-balanced curriculum that is suited to the needs and interests of the children. She uses her positive relationships with parents to find out about children's current experiences at home. She then widens these to support children's future learning. For instance, children who have not yet experienced the wider community are provided with opportunities to visit different groups. The childminder starts off with smaller and quieter groups and builds up to busier groups as children develop their confidence and social skills. n The childminder has a great understanding of how children learn. She uses her knowledge of each child to offer opportunities that support their learning. For example, to help teach children about size and to develop their mathematical skills, the childminder builds towers with them and describes the different shapes and sizes of animals. n The childminder promotes children's communication and language skills well

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need to do better?

overall. She constantly talks to children, provides a narrative for their play and names objects. However, at times, she misses opportunities for young children to build on their speaking skills. For example, instead of offering a choice or asking children what they would like, she will just get it for them. This means

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need to do better?

21 January 2020 that at times young children do not have to use their spoken words. n The childminder monitors the progress that children make effectively. She carries out a progress check for two-year-old children and is aware of the importance of assessments in identifying any delays in children's learning. She uses her assessments and information to plan appropriate next steps in children's learning and development. n The childminder gathers information from parents about children's medical and dietary needs when they first start. She talks to parents about healthy eating and the importance of providing healthy contents in children's lunch boxes. This helps her to support children's good health. n The childminder interacts very well with children and is interested in their play. She understands when to offer opportunities to extend their learning and when it is more appropriate to sit back, observe and let children problem-solve for

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need to do better?

themselves. Children are motivated learners who develop critical thinking skills from a young age. n Although the childminder is newly registered, she is passionate about her role and supporting children's early education. She reflects on her practice well to continue to identify any improvements needed. Since registering, the childminder has extended her resources and made good links with other professionals, such as teachers at the local school. However, she has not explored how she can extend her knowledge and skills in helping children to enhance their early communication skills even more.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is confident in her knowledge of the different types of abuse and regularly attends training around the subject. She knows the procedures she must follow should she have a concern about a child in her care. The childminder understands her responsibilities to keep children safe from harm. She has robust policies and procedures that help to underpin her good-quality setting. For example, accidents and incidents are recorded accurately and dealt with quickly and efficiently. The childminder logs and records all children's attendance. She monitors these records to identify any patterns that may cause her concern.

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should:

n make the most of opportunities for children to practise their spoken language to further promote their conversation skills n strengthen the plans for professional development to help raise the quality of teaching communication and language skills, to help raise children's progress in this area even higher.

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Setting details

Unique reference number EY549808 Local authority Nottinghamshire County Council Inspection number 10130786 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 11 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Sutton in Ashfield. She operates all year round from 7.30am to 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.

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Inspection activities

n The childminder and the inspector conducted a learning walk to view the provision and discuss the planning for children's learning. n The inspector considered the views of parents from written feedback provided. n The inspector held discussions with the childminder about the activities that she plans and how these activities benefit children's learning and development. n The inspector looked at documentation, including the safeguarding policy, training certificates and children's learning records. n The inspector observed the childminder interacting with children during a play activity, and afterwards evaluated this with the childminder.

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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

21 January 2020 21 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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