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 Requires improvement

p.1

The provision is good

Children are happy and enjoy laughing with each other as they eat their snack at the table. All children have a keen interest in numbers and count the fruit on their plate. Younger children spontaneously start singing a nursery rhyme which involves counting backwards. Older children are keen to take part in this and join in with their friends. Older children are introduced to mathematical language. For example, the childminder uses the words big, bigger and biggest as she talks about the children present.

p.2

The provision is good

Children enjoying sharing experiences with each other. They choose to wait until their friends have used the bathroom before they continue with activities. Children want to help and be involved in preparing snack for each other. Children show they feel safe. For example, younger children sit on the childminder's knee at story time. Older children talk about road safety when they go on outings.

p.2

The provision is good

Children confidently choose what they want to do next. For example, all children go into the hallway and put on their shoes as they want to go outside to play. Children experience visits to the library, supporting their love of reading. Children enjoy a story and talk with the childminder about the story when it has finished.

p.2

need to do better?

n The childminder knows the children well. She has gained up-to-date information about the children following a break in attendance, so that learning can be personalised to them on their return. The childminder has a good understanding of how to support children's development. She tailors activities so that all children are included and get the best out of each activity. For example, during circle time, older children learn to wait and take turns in preparation for school. Younger children are given the time to consider and respond to questions asked of them, developing their confidence and interactions with others. n The childminder provides children with experiences which enhance their development and knowledge of the wider world. Children read books and look at pictures about farm animals. The childminder then takes them to a farm so that they can see the animals they discussed in real life. Children are keen to tell

p.2

need to do better?

visitors about the goats they feed. n The childminder skilfully uses routines as learning opportunities for older children. For example, children place fruit on their friends' plates and count as they do so. Older children are asked to identify who has less. However, the younger children are not always included in these interactions. n The childminder supports children's good behaviour by giving clear messages about expectations. For example, when outside, she reminds children not to scream as they have neighbours. The childminder knows when to step back and

p.2

need to do better?

25 June 2021 allow children to have a go themselves. She encourages children to fit a magnetic shape into a small space by saying, 'push harder'. n Children are provided with a healthy diet by the childminder, who talks to them about the benefits of healthy eating. They enjoy fruit and vegetables, and know that fruit is good for them as it makes them big and strong. The childminder does a daily dance session with the children to keep them active, as she recognises that children have spent more time indoors during the COVID-19 (coronavirus) pandemic. n Children have opportunities to understand their own emotions and feelings. They read a book about love with the childminder. Children then talk about which family member they love. The childminder says that they love them because this person looks after them. Younger children are supported through play in preparation for them welcoming a new baby into their family.

p.2

need to do better?

n The childminder has accessed training to improve her knowledge on how to support children with their communication and lanaguage. The childminder takes her time to listen to children as they respond to her. She is also completing a childcare qualification to further develop her knowledge. n The childminder prepares children ready for their move to the next stage of learning, such as school. She supports children so that they are independent, confident and are able to wait for their turn. The childminder does not engage with local schools to support this transition even further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands how to keep children safe. She is aware of the signs and symptoms of abuse and knows who to contact if she has concerns about a child's welfare. The childminder is aware of the signs that might indicate that a child is being exposed to extreme views or behaviours. She knows who to report these concerns to. The childminder keeps a daily record of children's attendance and monitors attendance. If a child is absent, she would seek an explanation from parents. The childminder has a valid first-aid certificate so she can respond appropriately to children in an emergency.

p.3

should:

n improve the organisation of routine activities so that younger children gain the most from every learning opportunity n strengthen the transition to school arrangements to support children in preparation for their move to school.

p.3

Setting details

Unique reference number EY543091 Local authority Nottingham Inspection number 10119532 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 29 July 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Bulwell, Nottingham. She operates all year round, from 8am to 6pm, seven days a week, except for family holidays. The childminder provides overnight care.

p.4

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 spoke with the childminder to find out about the curriculum in the setting. n Children spoke to the inspector about staying safe and healthy eating. n The inspector reviewed documentation relating to suitability and safeguarding. n The childminder and inspector spoke about the learning opportunities available for the children. n The inspector carried out observations of the childminder's practice.

p.4

Inspection activities

25 June 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.

p.4

Inspection activities

25 June 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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