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 enjoy exploring a warm, welcoming and homely environment. They confidently and safely move around and choose their preferred activities. For example, they develop their imagination as they play with pretend food. Children are happy and smile at visitors. They have formed a close relationship with the childminder, going to her for occasional reassurance.

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The provision is good

Children make good progress as the childminder understands what they need to learn next. They are fascinated with the activities the childminder provides. She matches the play she plans effectively to children's age, interests and abilities. Children investigate different media as the childminder provides unique opportunities to develop children's sensory play. For example, children take pretend animals on a walk through a tray of cornflour and watch intently as the footprints disappear.

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The provision is good

Children listen with interest as the childminder sings rhymes. This helps to enhance their early communication and language development. Children are given plenty of time to repeat new words as the childminder has high expectations for their development.

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The provision is good

Young children behave exceptionally well. They use good manners, play cooperatively with the childminder and willingly follow daily routines. For example, children lie on a mat for their nappy to be changed. They hold their clean clothes as the childminder talks to them about what she is doing. This develops young children's awareness of their own care needs.

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need to do better?

n The childminder builds on children's interests and ideas to help keep them motivated and engaged in learning. She offers appropriate suggestions and demonstrates how to do things. This helps children to further develop their imagination as they engage in role play. For example, they spend considerable time pretending to feed dolls and push them around the room in their pushchairs. n The childminder is skilled in helping children to gain good communication and language skills. She weaves new vocabulary and opportunities for children to speak into their play. The childminder consistently asks a variety of questions and gives children time to think and respond. She engages them in meaningful conversations to extend their speaking and listening further. For example, she repeats words and phrases and introduces words such as 'grapes' and 'big spoon'. Young children respond with enthusiasm as they tell the childminder

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need to do better?

31 January 2020 n The childminder promotes children's mathematical development well. For instance, she promotes children's counting skills as well as encouraging them to explore and compare size. Children confidently use numbers when they count animals as they wash them in the water tray. They talk about size and identify big and small as they match animals and their young. n The childminder knows the children in her care well. She plans experiences that build on those that the children have at home. For example, the childminder regularly takes children to a local park. Children get the opportunity to experience nature and the changing seasons as well as developing their large- muscle skills. They enjoy the challenge of new climbing equipment at the play park, gradually becoming more confident to climb the steps independently. The childminder points out signs of spring and encourages the children to repeat

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need to do better?

new naming vocabulary. n Children are curious and have a positive attitude to their learning. They listen, concentrate and are willing to have a go. Children are motivated and enjoy the activities that are on offer. For example, they maintain their concentration as the childminder rolls a ball towards them and encourages them to roll or kick it back to her. n Children develop close and affectionate bonds with the childminder, which helps underpin their emotional well-being. They have opportunities to develop a sense of belonging as the childminder treats them as part of her family. The childminder ensures that children's care needs are well met. She recognises when children are beginning to feel tired and talks to them about having a rest. n The childminder builds effective relationships with parents and regularly shares information about children's development and progress. She suggests how parents can help their children's learning at home. Parents praise the

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need to do better?

childminder for helping children learn and develop new skills in a nurturing environment. However, the childminder does not find out what children already know and can do when they first start. This means she is not immediately able to provide highly challenging activities to enrich children's learning from the start. n The childminder is well organised and ensures that she keeps necessary training, such as first aid, up to date. She has a clear understanding of her strengths and the areas she wants to improve. She recognises how further training would help her to make improvements.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is knowledgeable about possible signs of abuse. She is clear about how to report any concerns she may have about a child's welfare. The childminder understands her role to protect children from wider safeguarding concerns. She has accessed safeguarding training to develop her sound knowledge. The childminder is vigilant about children's safety. She completes regular risk assessments of her home. This ensures that any hazards are appropriately minimised to promote children's safety. The childminder supports children to develop their understanding

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Safeguarding

31 January 2020 of how to keep themselves safe. As they walk to a local park, she talks about road safety.

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should:

n gather more detailed information from parents about children's learning and development when they first start attending to provide a clearer understanding of their initial abilities n ensure that appropriate professional development opportunities enhance knowledge and skills to fully benefit all children in her care.

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Setting details

Unique reference number EY545187 Local authority Nottinghamshire County Council Inspection number 10105500 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 8 Total number of places 5 Number of children on roll 7 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, Nottinghamshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n The inspector observed a range of play activities in the childminder's home and on a visit to a local park. She considered, with the childminder, the impact of teaching on children's learning and development and discussed children's progress. n The inspector and the childminder completed a learning walk around the setting. They discussed how the environment is organised and how the curriculum is planned to support children's learning. The inspector took account of how the childminder completes risk assessments to ensure that children remain safe. n At appropriate times during the inspection, the inspector spoke to the children and the childminder. She also took account of the written views of parents. The inspector observed the quality of interactions between the childminder and the children attending. n A sample of documentation that supports the effective management of the childcare was viewed by the inspector. This included evidence of qualifications,

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Inspection activities

the suitability of the childminder and other household members, and a sample of policies.

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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

31 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

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