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 behave well and are kind to their friends. Older children pass younger children toys and learn to share. Children value the praise they receive from the childminder and her assistant. Babies smile when the childminder claps her hands to praise their achievements. An example of this is when they hold onto furniture to pull themselves up from sitting to a standing position. Children hold up their hands for a 'high five' from the childminder to receive praise for tidying away toys. Children show positive relationships with the childminder and her assistant. For example, when younger children want the childminder to lift them up, they lift their arms. Children sit close to the childminder's assistant to listen to a story. Children show that they feel happy, safe and secure in the childminder's home.

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The provision is good

Children are keen to explore the toys and resources available to them. They investigate how sounds can change when they shake musical instruments. Children show good hand-eye coordination when they make their own pretend instruments. They use scoops to pour rice, pasta and pom-poms into bottles. The childminder knows children's abilities and encourages them to progress in their learning. An example of this is when she asks younger children to name objects, such as a 'carrot'. When children repeat the word 'carrot', she extends their understanding and explains that 'rabbits eat carrots'.

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need to do better?

n The childminder and her assistant complete relevant training courses to help extend their knowledge of how to support children's learning. The childminder attended a communication course. This helped her to adapt practice to give children time to think and respond to the questions she asks. The childminder's assistant completed a training course on how to deliver stories. He now acknowledges the importance of using different tones in his voice when he reads to children. This is to help engage and maintain children's attention. n Through discussions with parents, the childminder is aware of the impact due to the COVID-19 (coronavirus) pandemic. For example, at home children have had limited opportunities to mix with other people. Because of this, the childminder and her assistant take children to places of interest, such as the local park and farm parks. This is to encourage children to develop their confidence in different

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need to do better?

social situations. n Parents comment positively about the childminder and her assistant. They say that they like the trips out that the childminder and her assistant take their children on. They comment how this encourages their children to be 'more confident with other people'. n When children first start attending, the childminder gathers information from parents about what children already know and can do. She uses this information

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need to do better?

2 August 2021 to identify what children need to learn next. The childminder continues to observe and assess children's development. This helps her to understand what experiences children need to progress. An example of this is when she plans climbing activities in the garden to help develop children's confidence in their physical abilities. n The childminder and her assistant make daily routines enjoyable for children. For example, they sing songs with children when they wash their hands. This encourages children to wash their hands until the song finishes, promoting good hand hygiene routines. n The childminder provides opportunities for children to develop their literacy skills. An example of this is when she reads them a story. Children sit well and listen. These skills help them to be prepared for future learning and their eventual move on to school. n The childminder provides opportunities for children to develop their

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need to do better?

understanding of numbers. An example of this is when she shows younger children her fingers when she counts 'one, two, three'. However, occasionally, the childminder does not help children to build on their understanding of shapes. For example, when children play with cuboids, she tells them it is a 'square'. n Occasionally, when the childminder's assistant communicates with children, he does not always extend children's understanding. For example, when he asks children if an object feels 'hard' or 'soft', when children do not answer, he does not follow through with an answer and explain whether it was 'hard' or 'soft'. n The childminder and her assistant encourage children to follow the rules in the setting. For example, when they play certain music, they ask children to help tidy away the toys. This helps children to learn behavioural expectations in the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant complete regular safeguarding training courses to keep their knowledge and skills updated. They are aware of the signs and symptoms that may indicate a child is at risk of harm, including from extreme behaviours. If the childminder and her assistant have concerns about each other's behaviour with children, they know where to report their concerns. The childminder keeps her house secure and has cameras to alert her to any visitors who arrive. This helps to ensure that only suitable people have access to children to promote their safety. The childminder ensures that children leave her care with a person known to their parents. For example, she asks parents for passwords to use for people she does not know.

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should:

2 August 2021 n strengthen discussions with children and help them to extend their understanding of shapes n improve assistant's discussions with children, to consistently build further on children's understanding of the objects they play with.

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Setting details

Unique reference number EY561053 Local authority Nottinghamshire County Council Inspection number 10190737 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 12 Number of children on roll 15 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Hucknall, Nottingham. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four- year-old children. The childminder works with an assistant.

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Inspection activities

n This was the first routine inspection the childminder has received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The childminder and inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder and her assistant. She reviewed a sample of documentation and evidence of the suitability of persons living in the household. n Written feedback from parents was reviewed by the inspector who took account

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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

2 August 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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