Mrs Caroline Elizabeth Pye

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 show that they feel safe and secure. Babies smile fondly as the childminder's own child pushes babies forwards and backwards on a swing. Children are keen to play a game of 'peek a boo' with the childminder as she changes their nappy. Two-year-olds cuddle in to the childminder when they sit on her knee to listen to a story. Children learn to share, for example, when they play games outdoors. They take it in turns with the childminder to throw and catch a ball. Children smile at the childminder when she praises their efforts and says, 'good throw'.

p.2

The provision is good

Babies develop strength in their legs when they hold onto furniture to pull themselves up to a standing position. They hold onto the childminder's hands for support when they take a few steps. Four-year-olds enthusiastically ask the childminder if they can paint pictures. They tell the childminder how many pictures they would like to paint, hold up five fingers and tell the childminder that they 'want to do this many'. Children are keen to join in with the childminder as they count the numbers of fingers they hold up. Children show pride in their achievements. They hold up their artwork for the childminder to see what they have made.

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need to do better?

n The childminder supports children to develop their communication and language skills effectively. For instance, she asks four-year-olds a good range of questions and gives them time to respond. This helps to encourage their thinking skills. She repeats the words that children speak back to them. This helps them to hear the correct pronunciation of words. n Through discussions with parents, the childminder is aware that children have limited opportunities to develop their gross physical skills at home. Because of this, she ensures that children have opportunities to broaden their experiences and to develop their strength, balance and coordination. For instance, she provides opportunities for children to ride on toys and bicycles. Children push them along with their legs. n The childminder extends her professional development. She meets with other childminders and gathers ideas from them about how she can support children's

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need to do better?

learning. This helps her to provide further messy play activities for children to explore and investigate textures, such as cornflour. n When children first start attending, the childminder offers children settling-in sessions to help support their emotional needs. This helps them to become familiar with the childminder and her home before they attend for long periods. Parents say their children 'settled really well' and are 'calm' when they drop them off.

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need to do better?

13 August 2021 n The childminder reflects on her provision and what she offers children. This helped her to identify that children had limited opportunities to learn about how things work. So, she purchased magnetic toys for children to learn about magnets and how they connect together. n The childminder promotes positive behaviour. For instance, she encourages younger children to share toys when they stack cups on top of each other. She models how to do this and children copy. n The effective use of observations and assessments, helps the childminder to plan activities to support children's progress. She offers them opportunities to develop their understanding of numbers and counting. For example, when she dresses one-year-olds in trousers, she says 'one, two' when they put their legs in. The childminder encourages four-year-olds to count the numbers of cars they play with. n The childminder has not thought about ways in which she can share information

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need to do better?

about children's achievements with other early years settings that the children attend. She does not share information about children's development with schools that children will move on to. n Children learn skills in preparation for their move on to school, such as to be independent. They complete tasks on their own, for example, the childminder provides them with a step in the bathroom so children can reach the sink to wash their hands.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder carries out regular fire evacuation drills with children. This helps children to understand the procedure to follow in the event of a fire in the home. This contributes to children's safety. The childminder completes child protection training. She knows the signs of abuse and neglect and if children are being exposed to extreme behaviours. Furthermore, she knows where to report any concerns about children's safety and welfare. The childminder locks the front door and garden gate when she cares for children. This stops children leaving unaccompanied and other people having access to children.

p.3

should:

n develop ways to share information about children's learning with other early years settings children attend and schools children will move on to.

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Setting details

Unique reference number EY563155 Local authority Nottinghamshire County Council Inspection number 10191158 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 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Arnold, Nottingham. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She 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 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. 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 of their views.

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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

13 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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