Childminder EY439866

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

The childminder has high expectations of children's behaviour. Children respond positively when the childminder gives them praise. They are polite and behave well. The childminder works closely with parents to manage the behaviours of individual children. For example, children play with specific toys to help them to manage their feelings and emotions.

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The provision is good

Children are happy and demonstrate that they feel safe and secure. They move confidently around the childminder's home, indoors and outdoors, to promote their interests. Younger children have opportunities to hear the name of toys they play with, such as a 'goat' and 'elephant'. This helps them to develop an understanding of the objects they play with. Older children fill and empty watering cans and show good hand-to-eye coordination. They say 'more' when the watering can is empty, showing their understanding of quantity. The childminder plans activities that children enjoy. For example, she provides them with toys and resources that help to develop their imaginative skills. Children use dough, cake cases and candles to make a pretend birthday cake.

p.2

The provision is good

Children are independent, such as when they manage their clothing. When they put boots on to play outdoors, they tell the childminder that they are 'higher'. The childminder tells children that the boots have made them 'higher' and 'taller'. This contributes to their understanding of size.

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need to do better?

n The childminder provides children with opportunities during daily routines to develop their mathematical skills. For example, when she helps to dress younger children, she counts 'one arm, two arms' when she puts their coats on. When children take an interest in using a bat and ball outside, the childminder counts 'one, two, three' before she hits the ball. This contributes to younger children's knowledge of numbers and counting. n The childminder reflects on her practice and identifies how she can make changes to improve experiences for children and their families. For example, since her last inspection, she has developed the amount of information she shares with parents about their children's learning. She sends them photographs of children playing and a report regularly to show their children's progress and what they need to learn next. However, the childminder has not considered supporting parents to continue their children's literacy skills at home, such as to

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need to do better?

develop a love of reading. n The childminder helps children to be ready for their eventual move on to school. For example, she takes them to attend groups with other childminders and their minded children at the local school. Children have opportunities to play with the

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need to do better?

2 March 2020 school equipment and become familiar with the surroundings. n The childminder uses the curriculum to enhance opportunities for children. For example, she takes them on buses and trams to visit places of interest in the local community. This helps children to learn about different forms of transport. n The childminder knows children well. She finds out information about what children already know and can do when they first start and uses this, along with her own observations, to plan for children's development. Children make good progress from their starting points in learning. n The childminder actively promotes positive behaviour. Children learn to share and take turns. She encourages children to adopt a positive attitude to learning. For example, when children say they cannot put on their boots, the childminder encourages them to keep trying. n The childminder extends her professional development. She attends training

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need to do better?

courses that help to deepen her knowledge of how to support children's learning. For example, she recognises that some children prefer to learn outdoors and provides them with plenty of opportunities to play at local parks on larger apparatus. Children kick balls and splash in puddles in her garden. However, occasionally, the childminder does not make the most of her interactions with children to extend their learning and to help them to progress as much as possible. n The childminder encourages children to be independent. She offers toys and resources that are at a low level, which encourages children to make independent choices in their play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder checks her home, indoors and outdoors, prior to children arriving. This helps her to provide a safe environment for children to play. She ensures that children leave her care with a person known to their parents. For example, she asks for passwords and photographs of people she does not know. The childminder attends child protection training and demonstrates a good understanding of the signs that could suggest a child is at risk of harm. She knows where to report concerns about children's safety.

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should:

n support parents consistently to extend their children's literacy skills at home, such as to read to them n strengthen interactions with children to consistently extend their learning, to help them make the best possible progress.

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Setting details

Unique reference number EY439866 Local authority Nottinghamshire County Council Inspection number 10114458 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 9 Total number of places 6 Number of children on roll 10 Date of previous inspection 23 May 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Carlton, Nottingham. She operates all year round from 7.30am until 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides occasional overnight care.

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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 a sample of 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

2 March 2020 2 March 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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