Childminder in Nottingham

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

The childminder offers a welcoming and homely environment where children feel happy, safe and secure. Children settle quickly in the childminder's care and form strong attachments from the start. They feel confident to express their needs and talk openly about what they enjoy. Children choose the toys they want to play with and the childminder supports their development using their interests. Parents comment positively about the childminder and the range of experiences she provides.

p.2

The provision is good

Children behave well. The childminder is a positive role model with high expectations for behaviour. She implements consistent approaches to manage behaviour. Children are reminded of expectations if they forget. For example, children are reminded not to throw toys because they may break or get lost. Children have clear rules and boundaries to follow.

p.2

The provision is good

Children are motivated to learn and independently explore the toys and activities provided. Young children are becoming confident in making choices in their play. They return to the childminder for a reassuring cuddle when they are tired. Children enjoy daily opportunities for fresh air and exercise. The childminder finds out what children experience at home and plans activities to build upon this. For example, children regularly attend groups to socialise with other children or visit soft-play centres. This gives them more opportunities to develop physically by climbing, sliding and running in a safe environment.

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need to do better?

n Children access a range of toys that stimulate their learning and interests. They have their learning extended by the childminder playing alongside them and demonstrating new ways to do things. For example, the childminder shows children how to manipulate blocks so they fit into the shape sorter. However, the childminder does not use these interests to encourage positive attitudes towards completing tasks that are directed by an adult. This limits the preparation for their next stage of development. n The childminder supports children to develop their own independence and promotes their self-care skills well. Children independently select toys and resources that they want to explore and take a lead in their play. They are confident and are becoming independent learners. For example, children are asked to hold onto the pushchair to keep safe by the road. They are also asked to take off their coat and shoes. Children place them neatly on the hooks

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need to do better?

provided when they return to the childminder's home. n Partnerships with parents are good. The childminder keeps parents updated about the care and education their children receive. For example, she holds daily

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need to do better?

12 March 2020 discussions with them and shares their children's learning through electronic learning journals. This ensures parents are fully aware of their child's day and the progress they make. n Children make good progress with their mathematical development. They are beginning to develop an understanding of mathematical concepts. For example, children enjoy using blocks and sorting them by shape and colour into a box. The childminder encourages children to use numbers during adult-led activities and in their own play. She shows children different ways of playing with the blocks, such as building towers and houses to knock down. This develops their imagination. Children are beginning to recognise basic shapes such as a 'triangle', and name colours such as 'pink' and 'orange'. This builds children's vocabulary. However, opportunities to extend the children's thinking by asking a range of questions is not fully explored.

p.2

need to do better?

n The childminder supports children's speech and language development using a range of strategies. She engages children in regular conversation throughout the day to extend and build on what they are doing. She speaks clearly and uses repetition of language to help children say words correctly and build their vocabulary. Children attend a range of local groups, which provides opportunities for older children to interact with others and develop their social skills even further. However, the childminder does not use books and songs effectively as part of the daily routine, to further enhance language development in the youngest children. n The childminder knows the children in her care well and can confidently talk about their capabilities. She plans a range of age-appropriate activities that cover all areas of learning. This includes opportunities to learn about similarities and differences, other cultures and traditions. In role play with emergency

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need to do better?

services characters, children place people into police cars and other vehicles and the childminder builds a story describing what is happening. n The childminder encourages positive behaviour by giving clear instructions and guidance for children to follow. For example, children place their cups on a coaster. This encourages self-care and independence.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is aware of signs and symptoms of when a child may be at risk of harm. This includes signs of wider safeguarding concerns, such as the 'Prevent' duty. She attends safeguarding training to keep her knowledge up to date and knows who to contact should she have any concerns. The childminder knows how to respond to allegations about herself or family members. She keeps equipment and the premises clean and tidy. Outings are adequately risk assessed. The childminder is first-aid trained.

p.3

should:

n strengthen use of questioning with children to ensure that they are challenged to learn as much as possible n use children's interests effectively to encourage positive attitudes for those participating in adult-directed tasks n develop ways of incorporating more books and singing into the children's daily routine, especially for the youngest children.

p.4

Setting details

Unique reference number 254709 Local authority Nottingham Inspection number 10065230 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 19 August 2015

p.5

Information about this early years setting

The childminder registered in 1992 and lives in Nottingham. She operates all year round from 7.45am to 4pm on a Tuesday, 7.30am to 5.30pm on a Wednesday and 7.30am to 6pm on a Thursday and Friday. The childminder holds a childcare qualification at level 3. The childminder provides funded early years education for three- and four-year-old children.

p.5

Inspection activities

n The inspector had a tour of the premises and invited the childminder to take part in a joint evaluation. n The inspector observed activities and assessed the impact these have on children's learning. n The inspector held discussions with the childminder to understand how the early years provision and the curriculum are organised. n The inspector reviewed relevant documentation, including evidence of the suitability of people living in the household, first aid and accident reports. n The inspector took account of the views of parents through written documentation.

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Inspection activities

12 March 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

12 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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