Parr, Victoria

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 content at this homely setting. They are confident to lead their own learning and show high levels of engagement as they play and follow their own ideas. They giggle with delight as they make a den, using blankets, with the childminder. Children snuggle close together under the blanket and chat among themselves. They demonstrate good physical dexterity and spatial awareness as they run around in the outdoor space. Children ride on sit-on toys and climb slides with skill.

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The provision is good

Children are keen to take part in the activities on offer and are eager to learn. The childminder plans activities to help develop children's small-muscle skills, such as using play dough. Children manipulate the play dough, they squeeze the dough and poke holes with their fingers. The childminder gives them scissors to use, children snip at the dough and develop their cutting skills. They spend long periods of time and extend their creative skills as they make 'Diya' lamps to celebrate Diwali. They dip the dough into sequins and recognise some of the colours they see. Children look at the pictures of different lamps and decide which one they like the best.

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need to do better?

n The childminder is ambitious and reflects on her practice. She meets up with other childminders and discusses different ideas. The childminder makes changes to the environment to promote children's learning. For example, she has put in place a new playroom for the children, which provides them with constant access to outside play. Because of this, children have greater opportunities to choose whether they want to play inside or outside. n Children are developing their literacy skills and a love of books. They enjoy choosing their favourite books and sharing these with the childminder. They sit close to the childminder as she reads to them and listen well. The childminder ignites conversations with the children about different monsters in the story and the noises they make. This helps to develop children's concentration skills in readiness for their future learning and school. n Children behave well, developing their personal skills and using good manners.

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need to do better?

They respond positively to the childminder, who uses praise and encouragement to acknowledge children's achievements. Children tidy away the toys on request and know to wash their hands before eating. They put on their own coats, and with support from the childminder, they try and put on their hats and gloves to go outside. n The childminder has strong partnerships with parents. She works closely with them to promote continuity of children's care and learning. Parents comment positively about the childminder. They praise her passion, dedication, and

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need to do better?

4 November 2021 genuine care that she shows for their children. Parents state the childminder keeps them up to date with their child's learning, through talking to them and sending them photos about what their child has been doing. n The childminder knows, through speaking to parents, that some children do not have regular outings in the community. Therefore, as part of her curriculum for expressive arts and design, the childminder combines going out to a role-play centre to widen children's imagination. Here, children experience different role- play areas, such as shops, hairdresser's salon, vet's surgery and a builder's yard. This enables the children to explore the areas and broaden their imagination as they play. n In the main, the childminder promotes children's language skills effectively. She gets down to their level and makes eye contact with them as she talks. She provides children with a narrative of what they are doing and introduces words

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need to do better?

to help describe things, such as 'sparkle' and 'glistening' to describe sequins. However, on occasion, the childminder asks questions that only require a yes or no answer. This means that children do not extend their speaking or thinking skills. n Overall, children access a curriculum that follows their interests and builds on what they already know and can do. However, the childminder does not fully support older children's mathematical skills. For example, older children count rapidly and out of sequence. The childminder does not use this opportunity to teach children how to count correctly. Also, as children cut out shapes and roll balls while using play dough, the childminder misses opportunities to talk about, for example shape names and the sizes of the balls.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her responsibilities to keep children safe. She completes regular training to keep her knowledge of safeguarding up to date. She has a good understanding of the different types of abuse and safeguarding issues, such as the 'Prevent' duty. The childminder knows who to report any child protection concerns to. Her home is safe and secure and she completes daily checks to identify and remove any hazards to ensure the environment is safe for children to play in. The childminder supervises children well in the home and the outside area.

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should:

n encourage children's language and critical thinking by improving the questioning techniques used n develop the curriculum for mathematics and maximise opportunities to teach

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should:

4 November 2021 mathematical skills and concepts.

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Setting details

Unique reference number EY563582 Local authority Nottinghamshire County Council Inspection number 10207681 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 2019 and lives in Carlton, Nottinghamshire. She holds an early years qualification at level 3. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays, the week at Christmas and family holidays.

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Inspection activities

n This was the first routine inspection the provider received since the COVID–19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector completed a learning walk of the childminder's provision and discussed how she organises and implements her curriculum. n The childminder took part in a joint observation with the inspector. The inspector considered the quality of education during activities and the impact this had on children's learning. n The children spoke with the inspector and invited her into their play at appropriate times throughout the inspection. The inspector observed interactions and the conversations between the childminder and the children and considered the impact these have on children's learning. n The parents wrote statements about the childminder so the inspector could take

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Inspection activities

into account their views. n The inspector had a discussion with the childminder about her training and how she evaluates her practice. n The childminder showed the inspector her relevant documentation and evidence of the suitability of the childminder

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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

4 November 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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