Childminder in Nottinghamshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children make choices from the well-organised, wide range of resources. They play imaginatively with the familiar character dolls, and toys, such as pegboards, contribute to children's developing coordination skills. Furthermore, the children enjoy exploring new and exciting activities, for example art resources to paint, stick and glue.

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The provision is good

Children have a strong attachment to the childminder. They are happy, content, and comfortable in her home. Children demonstrate that they feel safe and secure with the childminder when they go to her for a cuddle if they feel a little unsettled. The childminder is calm, warm, and affectionate to the children. Children chat with confidence to visitors and include them in their play.

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The provision is good

Children learn how to manage risks. They tell the childminder they cannot move from one balancing plank to another. The childminder assures them they can and with her close by, children manage to safely master the planks. This helps to develop the confidence children have in their own abilities.

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The provision is good

Children cooperate and play together well. They play in the sand; one child holds the bucket as the other child fills the bucket. Children concentrate well and are proud of their achievements and keen to share these with others. For example, they show the childminder their paintings.

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need to do better?

n The childminder has a clear focus on what she wants each child to learn. She uses her observations to assess what children know and can do, to build on their learning through new and exciting experiences. For example, the childminder creates number rich activities, where children can count and recognise numbers. n The childminder gives children the opportunity to develop their listening and attention skills, such as in group time. The children respect each other's voice and wait their turn to speak. They enjoy hearing stories and singing rhymes with the childminder, she helps to enhance children's imagination and engagement with the use of props. n The childminder accesses training that helps her to keep up to date with current practice. Recent training has helped her develop confidence in what policies and procedures are required. n Due to the COVID-19 (coronavirus) pandemic, the childminder is mindful that

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need to do better?

this year, transitions into school will be quite different. As a result, she spends time talking to the older children about school and what will happen. The children join the childminder on the school run, this helps them to develop an understanding of a school environment.

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need to do better?

1 July 2021 n The childminder works closely with another childminder in the local area. Together they visit local outdoor spaces and children create friendships with other children. This supports their social skills and helps them to develop a sense of their community, broadening their horizons. n The childminder supports children to know the routine of the day. At lunch time, children approach the childminder and say, 'have you seen what time it is?' Understanding the daily routine helps children to feel secure because they know what will happen next. n The childminder seeks the opinion of parents through written questionnaires. The positive responses show that parents have a high opinion of the childminder and the service she provides for their children. Comments include, 'she has played a massive part in my child's development'. n The childminder places high priority on nurturing children's independence. All

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need to do better?

children put on their own shoes and coats, they begin to tie up shoelaces with a little support. The childminder encourages children to open the packets of food in their lunch box, to help with the independence skills they will need when they start school. n The childminder gives praise and encouragement during activities, which contributes to children's self-esteem. The childminder is polite to the children, consequently, the children display good manners. n Overall, the childminder helps children have a good understanding of language and communication. Children show this when they use explanations well. For example, they say, 'oh my goodness' when shaving foam squirts out of a tube. However, occasionally, the childminder answers her own questions before giving children time to respond and develop their thinking skills further.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibilities with regards to protecting and safeguarding children. She has a clear understanding of the signs and symptoms that might indicate that a child is being mistreated or abused. She is aware of the procedures to follow were she concerned about a child or in the event of an allegation. She keeps all the relevant telephone information close to hand so she can refer to it if needed. The childminder has an up to date first-aid qualification. This means she can act promptly in an emergency. The childminder teaches the children about household safety, such as the handling of a knife when preparing fruit.

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should:

n give children more time to think and respond to questions.

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Setting details

Unique reference number EY560440 Local authority Nottinghamshire County Council Inspection number 10190901 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 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Clipstone, Nottinghamshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector looked around the areas of the setting available to children. n The inspector held discussions with the childminder and the children throughout the inspection. 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 spoke to a parent during the inspection and took account of written questionnaires. n Relevant documentation was available for inspection, including suitability checks and qualifications as well as policies and procedures.

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Inspection activities

1 July 2021 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

1 July 2021 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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