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 are happy and content in the childminder's care. They move around their surroundings, self-selecting their play. Children have a strong sense of safety. They negotiate the steep steps down into the garden. The childminder reminds them to hold on to the banister carefully. Children build strong attachments with the childminder. They respond positively to the praise the childminder gives them for their achievements. Children behave well and use good manners. They say please and thank you unprompted at snack time

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The provision is good

Children are eager to learn and show high levels of engagement in the activities the childminder provides. They play cooperatively with each other and follow their own ideas very well. Children giggle as they stir cold tea with petals, lemon juice and mint together to make potions. Children persevere when learning new skills. For example, they concentrate as they learn to use the lemon squeezer. They follow the childminder's good instructions and press and turn the lemon. They squeal with delight as the juice comes out. Children show interest towards visitors and happily engage in conversations. They are competent communicators and talk about what they are doing. The childminder has high expectations for children's communication and language skills. She introduces the children to new words. For example, magical and recipe, which helps to extend their vocabulary and speaking skills

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need to do better?

n The childminder provides a curriculum that considers children's interests. She plans activities to help them achieve the next steps in their learning. The childminder delivers most areas of the curriculum well. However, she does not always help children to extend their mathematical knowledge. For example, children pour and tip liquid into different size containers. The childminder misses the opportunity to explain to older children about capacity, estimating and measurement. For instance, the container is full, half full or empty. n Strong partnerships with parents are important to the childminder. She regularly contacts the parents. They discuss changes in children's routines, share news and comment on their learning. Parents comment on being happy with the care and education their children receive. The childminder talks with adults at the other settings children attend. However, she does not find out about what

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need to do better?

children are learning, so that she is able to complement this in her provision. n The childminder promotes children's learning for the future. Children's communication, language and literacy skills are well promoted. Children show interest as they listen to the childminder and use books in their play. For example, children read stories to the toy dinosaurs. The childminder uses questioning to check children's understanding. She engages children in

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need to do better?

20 July 2021 thoughtful conversations as they play. Children can write their name accurately and enjoy drawing pictures. n The childminder supports children to learn about right and wrong. She is a good model for behaviour. She sets boundaries that children follow well. They take turns and share the toys they play with. They learn about similarities and differences between themselves and others. For example, they look at pictures of children who live in different countries. Children learn that not all families are the same. n Children eat healthy foods and drink water. The childminder supports them to develop their growing independence skills. For example, she encourages them to put on their own shoes and wash their hands. Children choose what they want to play with and gather toys from toy boxes to add to their play. n Children enjoy a wide range of new and interesting experiences with the childminder. These opportunities help to broaden their experiences from home.

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need to do better?

They also support children to develop their understanding of the world around them. These include regular trips to the farm and walks in the woods. n The childminder continually strives to increase the quality of her practice. She reflects daily on how she can improve the activities she provides. She is proud that children are very confident to voice their opinions and make choices. She plans to provide more toys that represent children who have disabilities.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows how to report any concerns about a child's welfare. She knows what to do if there is an allegation made against herself or a member of her family. The childminder accesses a broad range of suitable child protection training. She is knowledgeable about wider issues that can affect children. For example, extreme views and behaviours. The childminder keeps children safe when they are out in the local environment. For instance, when walking to school. She has a current first-aid certificate to help ensure she can deal with an accident in an emergency.

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should:

n develop children's mathematical skills and support children to learn about capacity and size n strengthen information gathering with other settings that children attend and discuss children's care and learning in more detail.

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Setting details

Unique reference number EY563389 Local authority Nottinghamshire County Council Inspection number 10191398 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 Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Beeston, Nottinghamshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays, family holidays and a week at Christmas. The childminder provides funded early education for two-, three- and four-year-old children. She holds an early years qualification at level 3.

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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 completed a learning walk of the childminder's provision and discussed how she organises and implements her curriculum. n The inspector and the childminder took part in a joint observation. The inspector considered the quality of education during activities and the impact this had on children's learning. n The inspector spoke with the childminder and the children at appropriate times throughout the inspection. She observed interactions between the childminder and the children and considered the impact these have on children's learning. n The inspector took account of the views of parents through talking to them by telephone. n The inspector had a discussion with the childminder about her training and how

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Inspection activities

she evaluates her practice. The inspector and childminder discussed the childminder's future plans. n The inspector reviewed relevant documentation and evidence of the suitability of the childminder and household members.

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Inspection activities

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

20 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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