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

p.1

The provision is good

Children confidently arrive at the childminder's home and know what is expected of them. For instance, they show their independence when they take off their shoes with minimal support from the childminder. Children confidently move around the childminder's home. They show excitement when they are creative with role-play toys. When children play with a purse, money and a till, the childminder plays alongside them and offers suggestions. For example, children learn through play that when they go to the shops, they use money to buy items before they can take them home. Children's learning is extended by the childminder. She provides opportunities for children to understand what tools are used for. For instance, when children play with a kitchen strainer and pasta, the childminder explains what a strainer is used for. Children happily play alongside the childminder. They show a positive relationship with her. Children share toys and resources and hold

p.2

The provision is good

conversations with the childminder about what they are doing.

p.2

The provision is good

Children snuggle up to the childminder on a sofa to look at books. They sit well, listen and respond appropriately when the childminder asks them questions about the pictures they see on the pages. This interest in books is extended further, when the childminder talks to parents about children's favourite books. This is to encourage parents to read the same books to children at home.

p.2

need to do better?

n The childminder uses her curriculum to plan experiences for children to help them progress in their development. Children learn skills to help them to be prepared for their next stage in learning. One example of this is encouraging children to develop their confidence around others. The childminder takes children to local groups where they have opportunities to mix and interact with other children. The childminder encourages children to be independent. For instance, she provides cutlery and plates at a low level, so children can select these by themselves at mealtimes. n The childminder supports children's toileting needs. She works in partnership with parents to identify when children are ready to move from wearing nappies to pants. The childminder also shares books with children about toileting to develop their understanding. n The childminder knows children very well. She plans experiences to help prepare

p.2

need to do better?

children for a life in modern Britain, such as helping them to learn about similarities and differences. For example, when children go with the childminder to take food parcels to local organisations, she explains that some people may struggle to have access to food. n Staff, who work at pre-schools that children also attend, comment on how well the childminder works in partnership with them to promote children's

p.2

need to do better?

11 January 2022 development. The childminder liaises with key persons to promote consistency in children's care and learning. n The childminder reflects on her practice and gathers feedback from parents and children. During the COVID-19 pandemic, she adapted the way she communicates with parents to keep them informed about their children's development. When the pandemic began, she used social media and telephone calls to communicate with parents. Now, she provides them with a book that shows pictures of their children engaged in activities and their achievements. n Parents comment positively about the childminder. They say that she goes above and beyond for their children. They value how the childminder has played a huge role in their children's social and communication development. n The childminder gets down to children's level when she talks to them and gives them good eye contact to support their communication skills. However,

p.2

need to do better?

occasionally, she does not help children to build further on what they already know. For example, when children do not know the answer to some of the questions she asks them, the childminder does not clarify the answer. n The childminder promotes positive behaviour. She praises children's achievements and gives them gentle reminders to use good manners. For instance, when children ask for food, she reminds them to say please. n The childminder takes children to local parks to encourage them to take and manage risk when they use large apparatus. However, when she takes children for outings in the local community, she does not always allow those children who can walk to do so, which limits the development of their strength and stamina.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibilities to keep children safe. She knows the procedures to follow if she has any concerns about a child's safety or well- being. The childminder understands wider safeguarding issues, such as the 'Prevent' duty. The childminder creates a clean, safe and secure environment for children to play in. She carries out risk assessments to minimise any hazards or risks to children's safety. The childminder maintains a first-aid qualification that ensures her knowledge is current. This gives her the knowledge to act appropriately in the event of an emergency.

p.3

should:

n develop skills to be able to challenge children's learning even further and build on what they already know n strengthen opportunities for mobile children to develop their physical

p.3

Setting details

Unique reference number 252919 Local authority Nottinghamshire County Council Inspection number 10072667 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 1 Date of previous inspection 27 January 2016

p.5

Information about this early years setting

The childminder registered in 1994 and lives in West Bridgford, Nottingham. She operates during term time from 12.15pm to 5pm on Tuesday and Wednesday, except for bank holidays and family holidays.

p.5

Inspection activities

n This was the first routine inspection the childminder has 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 their 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 held discussions with the childminder. She reviewed a sample of documentation and evidence of the suitability of persons living in the household. n The inspector went on a walk with the childminder to collect children from a pre- school. 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 Written and verbal feedback from parents and staff at a pre-school was given to

p.6

Inspection activities

the inspector, who took account of their views.

p.6

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.

p.6

Inspection activities

11 January 2022 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7