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

Children truly feel at home in the childminder's setting. They form lovely relationships with not just the childminder but her family too. Children show they are happy, confident and feel safe in their environment as they choose where to play and ask for support when needed. For example, when they want to dress up they seek support from both the childminder and her husband so they can be 'witches and princesses' as quickly as possible.

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The provision is good

Children develop well in their communication and language development. From the moment they arrive, they happily engage with and chat away to the childminder. The childminder responds with sensitive interactions. She introduces new words and sings with children. The childminder provides a range of activities and resources that support children's ongoing learning. Children make good links between what they have been doing in the childminder's home, with what they have seen and places they have visited. For example, while reading a story with the childminder about cleaning teeth, children discuss how they clean their own teeth at home.

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The provision is good

The childminder has high expectations for children's behaviour. She provides plenty of opportunities for children to be responsible for themselves. Children learn to share, take turns and respect the environment as they tidy away their toys.

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need to do better?

n Partnerships with parents are strong. The childminder shares children's learning with parents through detailed observations. She links well with parents when children first start and gathers detailed information about each child and family. This helps to ensure she responds to and respects their needs. Children receive care that is consistent and builds on experiences from home. n The childminder is passionate about offering children a wide range of experiences to develop their knowledge and understanding of people, communities and diversity. She understands that not all children have the opportunity to learn about others or visit a range of places. The childminder takes children to visit different groups and out into the community daily. Children ask questions and start to understand that we are all different. The childminder extends this through discussion, stories, music and food tasting. n Children develop the skills they need for future learning. They listen attentively

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need to do better?

to stories and play cooperatively together. The childminder provides activities that enhance children's hand-to-eye coordination and small-muscle skills. For example, children enjoy drawing pictures and using a range of pencils and pens to colour them in. Children develop early writing skills. n The childminder supports children to lead a healthy lifestyle. She encourages

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need to do better?

12 March 2020 them to be physically active and ensures they follow good hygiene routines, such as washing their hands before mealtimes. The childminder prepares and cooks meals daily using fresh and nutritious ingredients. n The childminder has a good understanding of how children learn. She is extremely playful with her interactions and knows the children well. The childminder observes what children do and assesses where they are at developmentally. However, the childminder does not always use her knowledge to inform her planning well enough. This means, at times, activities are not being as precisely matched as they could be to what children need to learn next. 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 play with and take a lead in their play. Children manage and attend to their own personal needs. For example, at snack time,

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need to do better?

they select their own fruit and are helped to pour their own drinks. Children are confident and independent learners. n Children make good progress with their mathematical development. They are beginning to develop an understanding of mathematical concepts and use language such as 'small' and 'big'. The childminder encourages children to use mathematical language and counting during play. For example, she plays alongside children to role play a traditional story. The childminder encourages children to find three different sized beds from the doll's house and helps them to count them out.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a comprehensive range of policies to underpin her good practice and promote children's safety and welfare. For example, any existing marks or bruises are recorded on arrival and discussed with parents. The childminder undertakes regular training to ensure she is kept up to date with any new changes to legislation. She is aware of signs and symptoms of when a child may be at risk of harm, including signs of wider safeguarding concerns, such as the 'Prevent' duty. The childminder knows who to contact should she have any concerns about a child's well-being.

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should:

n make more effective use of assessments to plan activities that are more precisely matched to what children need to learn, to enable all children to make rapid progress in their learning.

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Setting details

Unique reference number EY340303 Local authority Nottingham Inspection number 10073740 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 30 March 2016

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Information about this early years setting

The childminder registered in 2006 and lives in Basford, Nottingham. She operates from 7.30am to 6pm, Monday to Friday, all year round, except for family holidays and bank holidays. She has a childcare qualification at level 3.

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Inspection activities

n The inspector observed the quality of interactions during activities and assessed the impact this has on children's learning. The childminder and the inspector reflected together on a learning experience for children. n The inspector completed a learning walk with the childminder. The childminder showed the inspector around the areas of her home that are used by the children and discussed how she organises her setting and plans the experiences and opportunities on offer. n The inspector looked at evidence of qualifications and suitability of the childminder and household members. n The inspector spoke to the children and took into account written feedback from parents.

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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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