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 show that they like to spend time with their friends, for instance, when children join together to have a snack, they tell the childminder who they would like to sit next to. Children are happy and show that they feel safe and secure. They snuggle into the childminder when they sit on her knee to listen to a story. One-year-olds laugh and giggle when other children tickle them. Children receive gentle reminders from the childminder to use good manners. This prompts children to say 'thank you' when they receive toast at snack time. The childminder helps children to learn about healthy drinks. Children say that the healthiest drinks are 'water' and 'white milk'.

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The provision is good

Children confidently move around the childminder's home and access the toys offered. Three-year-olds show a good imagination when they play with small toy people. They make up voices for each one and talk about what is happening in their pretend play. One-year-olds show curiosity when they play with toys. They press buttons on a toy helicopter and show fascination when the propellers spin around. They learn how to make toys move. The childminder supports children to develop their knowledge of elephants. For example, she explains that they have 'tusks'. This helps children to learn new words to extend their vocabulary.

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need to do better?

n The childminder places a high priority on supporting children's communication and language skills. Through observations and assessments, she identifies what children need to learn next. An example of this is when one-year-olds put a toy to their ear and says, 'Hello', the childminder responds and says, 'Hello daddy'. This encourages one-year-olds to begin to use two-word phrases. n The childminder is aware that some children do not have opportunities to engage in messy play activities at home. Because of this, she offers children experiences to play in 'gloop', for example. Children explore the texture of 'gloop' on their hands and use tools, such as wooden spoons, to transfer 'gloop' into a jug. They show good hand-and-eye coordination. n Children talk about the rules and boundaries in the childminder's home, such as to be kind to their friends. However, when two- and three-year-olds do not follow the rules, the childminder does not always explain to them the reasons

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need to do better?

why the rules are in place. n The childminder helps children to learn key skills in readiness for future learning. For example, when the childminder enthusiastically reads to children, she uses different tones in her voice. This helps to engage children. They sit and listen well. n The childminder reflects on her practice and identifies ways to enhance the support she gives children, such as to develop their literacy skills. For example,

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need to do better?

22 September 2021 she researched information to help her understand that children need to develop the movements in their arms and shoulders before they are able to develop strength in their fingers. Because of this, she supports children to make larger movements with their bodies. For instance, she provides them with a black wall where they use their arms and shoulders when they use chalk to draw large shapes. n Occasionally, the childminder does not build on children's interests and previous experiences to develop their understanding. An example of this is when children play with pretend doctors' equipment, the childminder does not help them to talk about their own experiences of seeing a doctor. n The childminder makes daily routines fun for children. For instance, when children independently wash their hands, the childminder sings a song to encourage them to wash them for a set length of time. When children tidy away

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need to do better?

toys, they automatically start to sing a song and tell visitors it is 'tidy up time'. n When the childminder changes children's nappies, she makes sure that she respects their privacy. During these times, the childminder talks to children and makes the experience positive for them. This promotes children's well-being and helps them to develop relationships with the childminder.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends relevant training to extend her knowledge of how to keep children safe, For instance, she attends training courses to extend her knowledge of children's medical conditions to help her to meet children's health needs. The childminder maintains a suitable first-aid qualification to work with children. This gives her the knowledge of how to respond appropriately in the event of an emergency. The childminder understands how to identify if children in her care are at risk of harm. She shows an understanding of how to recognise if children are being exposed to extreme views and behaviours. The childminder knows where to report concerns about children's safety.

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should:

n help two- and three-year-olds to understand why rules and boundaries are in place and how they can keep themselves safe n strengthen interactions with children and use their interests and previous experiences more to build on their understanding.

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Setting details

Unique reference number EY561279 Local authority Nottinghamshire County Council Inspection number 10190856 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Ordsall, Retford. She operates all year round from 7am to 6pm, Monday to Thursday, 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 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

22 September 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

22 September 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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