Wilson, Heather Jane

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 benefit from the childminder's distinct air of patience, calmness and tolerance. This helps them to learn vital characteristics that contribute to their future life skills. Children show they are happy and feel emotionally secure as they listen to the childminder and are keen to play with her. Children play in a relaxed environment as the childminder has a sense of fun and is nurturing. She quickly establishes close and secure relationships with children and their families. This helps children feel safe. They move around the childminder's house confidently and freely choose the resources they wish to play with. Children are curious learners and are motivated to take part in the activities.

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The provision is good

Children make good progress and develop the skills they need for their future learning. The childminder contributes to this because she has high expectations for children. They develop good levels of independence, for example when putting on their coat and shoes ready to go outside. Young children understand the routines. They sit on the bottom stair in the hallway in readiness for the childminder to help them put on their shoes. Children behave well together. The childminder supports and encourages them to play cooperatively, share and take turns. Furthermore, children learn to take turns in conversations and listen when others are speaking.

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need to do better?

n The childminder has a positive attitude to her role in looking after children. She reflects well on how she can further improve her setting. For example, the childminder would like to offer children more opportunities to explore natural resources. She regularly seeks feedback from parents to help her to make changes to her practice. n Overall, the childminder uses her good knowledge of child development across the early years areas of learning well. For example, she encourages children to play games to learn the skill of not always winning. However, the childminder does not always fully challenge and extend the learning of the children as they play. n The childminder talks to children about being kind and caring to her animals. Children listen carefully and respond positively as they gently stroke the childminder's rabbit. n The childminder has organised her environment well. Children explore with confidence and ease. They make independent choices in their play and show

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need to do better?

good levels of self-confidence. n The childminder provides ample opportunities for children to have plenty of fresh air and physical exercise. She offers opportunities for children to learn about the natural world in which they live. For instance, they visit local attractions such as the nature reserve, the canal and toddler groups.

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need to do better?

10 February 2020 n The childminder introduces children to experiences that may be new to them. For instance, as so many families do their shopping online, she provides children with an actual shopping opportunity. They visit the shop, choose items for their basket and then pay the shopkeeper. This helps to broaden their experiences and to learn about people and communities. n The childminder supports children to develop an awareness of their own safety and welfare. For example, on the school run, young children run ahead but stop as soon as they reach the pre-arranged 'stop point'. They wait patiently for the childminder to catch up. n The childminder promotes children's language and communication skills well. This includes supporting and encouraging those who speak English as an additional language. She uses simple words in children's home language as they play and learn. The childminder speaks clearly and uses opportunities to model

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need to do better?

language well. She provides commentary as children play and repeats words to them to help their pronunciation. When children play a shopping list game, the childminder introduces them to new words such as 'aubergine'. n The childminder supports children's early mathematical skills. She skilfully interweaves numbers and counting into everyday activities. When children tidy away marbles, she encourages them to count how many they have collected. n The childminder has developed sensitive relationships with the parents. They are complimentary about how much they and their children appreciate the activities the childminder provides. n The childminder has developed positive relationships with other early years settings that the children also attend. They communicate regularly to help promote good continuity of care and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a superb knowledge and understanding of the safeguarding and child protection policies and procedures. She knows the action to follow in order to protect children's safety and welfare. The childminder maintains safe premises and carries out regular checks of the environment to ensure it remains safe for children to play and explore. The childminder supports children to develop respectful behaviour that helps them to stay safe around her animals. The childminder is highly vigilant to food intolerances or allergies. She understands that she needs to prepare meals with care and inspects all ingredients.

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should:

n make best use of the opportunities to challenge children's learning to the highest levels.

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Setting details

Unique reference number EY418650 Local authority Nottinghamshire County Council Inspection number 10074648 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 15 Date of previous inspection 12 May 2016

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Information about this early years setting

The childminder registered in 2010 and lives in Beeston, Nottingham. She operates all year round from 7.30am 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 the quality of education during activities indoors, accompanied the childminder on the nursery run and assessed the impact this has on children's learning. n The inspector held a discussion with the childminder to understand how the early years provision and curriculum are organised. n The inspector completed a joint evaluation of the inspection with the childminder. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written questionnaires and spoke to one parent.

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Inspection activities

10 February 2020 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

10 February 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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