Childminder EY436583

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

Children confidently move around the childminder's home and independently select resources to support their interests. They show curiosity when they explore a variety of different musical instruments. Children shake and bang objects to explore how sounds can change. The childminder has high expectations for children's learning. She helps to extend their interests and offers them opportunities to make instruments of their own. Children fill bottles with pom-poms and rice and shake them. They show a positive attitude to learning and demonstrate that they feel safe and secure.

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The provision is good

Parents comment positively about the experiences their children receive when they are with the childminder. They say that their children are always happy to go to see her and have fun.

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The provision is good

Children are polite and respond positively when the childminder asks them to use good manners. They show a willingness to complete simple tasks when asked. Children help to tidy away resources after messy play activities and are keen to help the childminder to carry a basket of musical instruments from one room to another. This contributes to children's sense of responsibility.

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need to do better?

n The childminder supports children to develop their mathematical skills. For example, when younger children use a brush and pretend to paint a radiator, she asks them to move it up, down and across. This helps children to develop their knowledge of language that is used to describe position. Children listen and follow instructions. When children use their hands in cornflour and water, the childminder models how to draw circles and straight lines. She talks about the lines being 'long' and 'short'. This contributes to children's understanding of shapes and size. n The childminder provides children with opportunities to develop their literacy skills. For example, she talks to them about the images they see in books. She takes children to a library to choose books to take back to her setting. This helps children to develop a love of books. n The childminder actively encourages positive behaviour. She uses different

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need to do better?

methods to help children to manage their emotions. For example, she encourages them to share and take turns. She uses distraction for younger children and gives all children plenty of praise and encouragement. Children begin to develop an understanding of rules and boundaries and what is expected of them. n The childminder offers children healthy snacks and meals. She provides children with opportunities to learn about foods. For example, children play with real

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need to do better?

6 March 2020 carrots, potatoes and food packaging in their role-play experiences. n The childminder supports children to learn about technology. Younger children press buttons on toy telephones. The childminder talks to older children about potential risks when they use technology, for example not to talk to people through the internet. This helps to promote children's safety and welfare. n The childminder is well qualified and demonstrates a good understanding of child development. She extends her professional development. For example, she attends training courses to deepen her understanding of how to support children's communication and language skills. The childminder talks to children about what they are doing and uses repetitive words to help develop their vocabulary. n The childminder gathers information from parents about children's prior learning when they first start. She uses this, along with her own observations of

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need to do better?

children's abilities, to help plan for what they need to learn next. Children make good progress from their starting points in learning. n The childminder uses the curriculum to complement the experiences children receive at home. For example, she takes children to toddler groups where they learn how to manage their feelings and behaviours in different social situations. Children have opportunities to play with other children of a similar age to help develop their social skills. n The childminder evaluates her provision and gathers feedback from parents. Since her last inspection she has introduced an electronic program to share information with parents about children's learning and development. Parents see photographs of their children and details about what their children need to learn next. However, the childminder does not consistently share information about children's achievements with all other early years settings and schools that

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need to do better?

children also attend. As a result, she is not always able to complement the learning experience they receive elsewhere.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes risk assessments in her home to help identify potential hazards. For example, she is currently not using her garden because the pond is not covered. She uses safety equipment in her home to stop children from accessing certain parts unaccompanied. This helps to provide a safe environment for children to play in. The childminder completes child protection training. She has a good understanding of the signs of abuse and where to report concerns about children's safety or welfare.

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should:

6 March 2020 n strengthen the sharing of information with other early years settings and schools that children also attend, to ensure more consistent learning for all children.

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Setting details

Unique reference number EY436583 Local authority Nottinghamshire County Council Inspection number 10114455 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 6 Date of previous inspection 17 December 2015

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Information about this early years setting

The childminder registered in 2011 and lives in Mansfield. She operates all year round from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds qualified teacher status. She provides funded early education for two-, three- and four-year-old children.

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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 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

6 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

6 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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