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 Good

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The provision is good

Children arrive happy and leave parents confidently at the door. They show a positive relationship with the childminder and show that they feel safe and secure in her care. For instance, they sit beside her on the sofa and cuddle up to her to listen to a story. Children understand the noises certain animals make. They point to pictures of animals they see in a book and, for example make the noise that a sheep makes. Children understand how to share, for example, they pass toy dinosaurs to the childminder and visitors. They take turns in conversations when they speak to the childminder.

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The provision is good

Babies show good hand and eye coordination, when they pick up a ball when the childminder rolls it to them. They shake the ball and hear the childminder say, 'shake, shake, shake'. This helps babies to understand words that link to the actions they make. Babies receive support from the childminder to develop their physical skills. For instance, babies hold onto the childminder's hands when they begin to walk. Outdoors, two-year-olds show curiosity when they find insects on the ground. They learn the names of the insects they find, such as when the childminder tells them it is a 'woodlouse'.

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need to do better?

n The childminder focuses on supporting children's communication and language skills. Through observations and assessments, she identifies how to support children and to close any gaps in their learning. She identified that some children needed further support to develop their language skills. For example, when children say single words, such as 'green', the childminder responds and says 'green top'. This encourages children to begin to use two-word phrases. n During daily routines, the childminder includes numbers in the discussions she has with children. For example, after she changes children's nappies, she holds onto their hands and says, 'one, two, three' before children pull themselves up to standing. When children put their feet in boots, the childminder counts, 'one, two'. This encourages children to learn some numbers and counting through repetition. n The childminder reflects on her provision, using her knowledge of child

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need to do better?

development to support children's learning. For example, she has moved a table out of the play space children use, to accommodate babies' needs. This encourages babies to make independent choices in their play because the toys and resources are more accessible to them. n Children are supported with their emotional well-being when they first start. For example, the childminder invites them to view her home with their parents first. She then invites children to attend for short periods of time and increases this gradually. This helps children to be familiar with the childminder and her home.

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need to do better?

6 October 2021 n The childminder knows children well and the experiences they receive at home. She has identified that children have fewer opportunities to mix with other children. This is particularly so for those children that were born during the COVID-19 pandemic (coronavirus) lock down. To help broaden children's experiences, the childminder takes them to local groups to play and mix with other children. Children develop social skills for their future learning, such as how to be confident in different social situations. n The childminder praises children when they show positive behaviour. For instance, she says, 'well done' and gives children a 'high five'. Children learn how to behave and smile at the childminder, to show that they appreciate the praise they receive. n Occasionally, during planned activities, the childminder does not think about how she can hold children's interests. Children sometimes disengage and play with

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need to do better?

other toys that are around them and do not focus on the planned learning intention. n The childminder develops good partnerships with parents. Parents say that their children 'absolutely adore the childminder'. They say that the childminder provides children with opportunities that they could not offer, such as 'forest schools' and 'trips out'. Parents appreciate the support they receive to help their children with toileting and feeding. This partnership working supports consistency between home and the setting, to promote children's development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures that children are safe in her home. For example, she locks the front door after children arrive to ensure they cannot leave unsupervised. The childminder uses safety gates to stop children accessing certain areas of her home unaccompanied. She has a fence around the pond in her garden and a sturdy grate covering it. This stops children from falling in. The childminder has a good understanding of the signs and symptoms of abuse, including if children or parents have extreme views. She knows where to report concerns about children's safety and welfare to. The childminder keeps a first-aid box in her home and takes one on outings. This helps her to respond quickly in the event of an accident or emergency.

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should:

n improve knowledge of how to hold children's interest during planned activities, to help them focus and engage in learning.

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Setting details

Unique reference number EY477809 Local authority Nottinghamshire County Council Inspection number 10075984 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 4 April 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Netherfield, Nottingham. She operates all year round from 7am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate level 3 qualification.

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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

6 October 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

6 October 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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