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 demonstrate they are happy and have settled well in the childminder's home. They move safely around the rooms at ease and choose what they want to play with from a wide selection of toys. They show strong attachments to the childminder and snuggle close to her as they play. Children make friendships and play cooperatively with each other. They play with the toy farm animals together and take turns to put the animals in the tractor and the farm. They tell each other the names of the animals and giggle as they make the animal sounds, such as 'bar bar' and 'moo'.

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The provision is good

Children have a positive attitude to their learning and are eager to take part in the activities that the childminder plans. They take great pleasure in making bird feeders, which highly motivates them for long periods of time. Children carefully use their fingers and thumbs and thread the cereals onto the pipe cleaners. They widen their knowledge as they learn about why the birds need feeding in the winter. Children say, 'It's because it's snowy and cold.' Children walk through the snow with excitement and make footprints; they decide where to hang their bird feeders. They find a tree and comment that the 'birds will fly down to eat our cheerio's'.

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need to do better?

n The childminder has a clear view of what skills she wants children to learn. She provides activities that interest children. She knows the children well and understands what she needs to do to help them move on to the next stage of their learning. For example, she provides opportunities for children to hear stories. Children sit and listen intensely. They concentrate and repeat familiar phases from the story. For instance, they say 'I want my mummy' from a story about two baby owls. They show enthusiasm as they turn pages to find mummy owl. This helps support children's early literacy skills and future learning. n Partnerships with parents are strong. The childminder informs the parents about their children's learning. She sends messages and talks to them at drop off and collection times. Parents are very positive about the care the childminder provides. They feel well informed about their children's care and learning. They

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need to do better?

also say they know what activities their children are doing while with the childminder. n The childminder uses the information she gathers from the parents to widen children's experiences from home. For example, she takes children to the farm to let them see where farm animals live and meet other children. Also, children learn about nature. They visit and walk in local woods and collect leaves and twigs to add to their art and craft autumn pictures. n The childminder gives praise and encouragement during activities, which

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need to do better?

29 November 2021 contribute to children's self-esteem. Children follow instructions and behave well. They are willing to tidy away the toys on request from the childminder and enthusiastically take part in activities, such as singing time. Children revel in this activity and become very excitable as they repeat the songs they already know. They respect each other's choices and wait their turn to choose what song to sing next time. n The childminder promotes children's independence. Children put on their own shoes and coats, use the toilet independently and know when to wash their hands. The childminder encourages children to peel their own oranges and bananas, to help with the independence skills they will need when they start school. n The childminder is reflective in her practice to promoting the best possible outcomes for children. She makes good use of listening to webinars to provide her with new activity planning ideas. For example, a discussion on developing

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need to do better?

children's curiosity helps her to provide more natural resources, such as pine cones and twigs. This encourages children to use their investigation skills and to explore different ways of using the resources. n The childminder supports children's language skills overall. She gets down to children's level and engages children in meaningful conversations. She introduces new words into their vocabulary, such as 'swooped' and 'perched', and shows a genuine interest in what children have to say. However, sometimes, the children pronounce words incorrectly, such as sausages and birdie. The childminder does not model these words correctly for young children to hear the correct punctuation, to help extend their speaking skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibilities with regards to protecting and to safeguarding children. She is aware of the procedures to follow if she was concerned about a child, or in the event of an allegation being made against herself or a family member. She has a clear understanding of the signs and symptoms that might indicate that a child is being abused. The childminder supervises children closely and completes a daily risk assessment before children arrive. This ensures the environment is safe for children to play. To further keep themselves safe, the childminder teaches the children how to carry out a fire drill, in case they have to evacuate the premises in an emergency.

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should:

n strengthen the modelling of words so that young children can hear the grammatically correct pronunciation of words to help develop their speaking

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Setting details

Unique reference number 2552610 Local authority Nottinghamshire County Council Inspection number 10205578 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 Bramcote, Nottinghamshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays, the week at Christmas and family holidays. The childminder holds qualified teacher status.

p.5

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 childminder and has taken that into account in her 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 spoke to the inspector, so she could take into account their views.

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Inspection activities

n The inspector had a discussion with the childminder about the childminder's 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

29 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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