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 settle well in this welcoming childminder's home. They make choices about their play and move from room to room self-selecting their toys. They enjoy the childminder's and each other's company and snuggle on the sofa to listen to stories. They sing popular songs and join in the actions, waving their hands like wipers on a bus. Children learn to how to keep themselves safe. They walk up and down stairs with confidence, holding on to the banister as they go.

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The provision is good

Children have a positive attitude to their learning and are keen to take part in planned focus activities. They relish in exploring red paint. They smear the paint with their hands and delight in making handprints. Babies giggle as the paint touches their hands. They pass the apple from one hand to the other, which develops their small-muscle skills. Two-year-old children press the apples on their paper and shout 'I've done it' with excitement as they create apple prints. They talk about the apples and leaves falling from the trees in autumn. Children count the apples on their trees and use mathematical language, such as 'one more'. They thoroughly enjoy swirling the paint around to make different colours.

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need to do better?

n The childminder is reflective and ambitious. She has a clear curriculum that takes into account children's own interests. She observes the children to find out what they can do and plans focus activities to enhance their learning. For example, to help children develop their physical skills, the childminder plans a play dough activity. Children use the scissors successfully and snip at the dough after following the childminder's good instructions. n The childminder provides opportunities to develop children's imagination. Children relish dressing up as doctors and check each other's tummies to make sure that they are not ill. They pretend the dolls are patients and give them medicine and injections to make them better. The childminder joins in with this play and talks to the children about their own experiences at the doctors. She extends their learning by explaining that doctors use a stethoscope to listen to

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need to do better?

our heartbeat. n Parents compliment the childminder for the care their children receive. The childminder talks to parents at drop-off and collection times about their children. She sends photos and comments to the parents so that they can see what their children are learning. In addition, she shares children's next steps in learning with parents. This enables parents to help their children at home with their learning if they wish. n The childminder is a good role model for behaviour. She talks to children, using a calm and soothing voice. She is clear in what she expects from the children

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need to do better?

27 September 2021 and encourages them to take turns, share the toys and be kind to each other. For example, children know to wait their turn to place the pieces in the jigsaw, and they share the bricks willingly as they make towers. n The childminder supports children to develop their self-help skills and independence in preparation for school and their future learning. She encourages children to hang their coats and bags up on arrival and teaches them how to wash their hands at appropriate times throughout the day. The childminder helps children to learn about being safe. She invites children to help her to prepare their snack and ensures that they are careful as they stand on the stool. Children pull the stalks out of their strawberries and count the raspberries they are having with enthusiasm. n The childminder broadens children's experiences from home. She takes children on trips into the community to extend their knowledge and learning. For

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need to do better?

example, children visit the library to develop their love of books, the woodlands to increase their knowledge of nature, and the city art museum to see different pieces of artwork. n The childminder supports children's communication and language development. She makes eye contact with babies and provides them with a running commentary to help develop their understanding of words. However, the childminder sometimes asks two-year-old children too many questions at one time. As a result, the children cannot listen to the question being asked and respond successfully. This means that the childminder is not supporting children's language skills fully.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role to keep children safe from harm. She keeps up to date with changes in child protection legislation by completing mandatory training. She has a good understanding of the signs that may indicate a concern about children's welfare, including wider aspects of safeguarding, such as the 'Prevent' duty and extremism. The childminder is considerate of younger children's safety. For example, she uses a video monitor and checks sleeping children to further ensure their welfare. The childminder supervises the children well and identifies and removes any hazards to ensure that her home is safe for children to play in.

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should:

n develop ways to give children more time to think and respond to questions asked, to support their speaking and thinking skills.

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Setting details

Unique reference number EY560513 Local authority Nottinghamshire County Council Inspection number 10190542 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 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in West Bridgford, Nottinghamshire. She operates all year round from 7.30am to 5.30pm, on Monday, Tuesday, Thursday and Friday, except for bank holidays, the week at Christmas and family holidays. The childminder holds an early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder 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 their evaluation of the setting. n The childminder and the inspector had a learning walk of the childminder's home and discussed how the childminder 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 has on children's learning. n The children spoke to the inspector at appropriate times throughout the inspection. The inspector observed interactions between the childminder and the children, and considered the impact on children's learning. n Parents gave the inspector their opinions of the childminder through talking to her on the telephone.

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Inspection activities

n The inspector had a discussion with the childminder about her training and how she evaluates her practice. The inspector looked at relevant documentation, including evidence of the suitability of the childminder and her family 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

27 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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