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 are confident when they arrive at the childminder's home and settle well. They show that they feel secure, and they understand and follow the daily routines. For example, when children arrive, they take off their shoes and coats independently before they start to play. Children show positive relationships with the childminder. They laugh and joke with her, for example when she asks them what their favourite food is. At first, children pretend not to like anything, then decide that chicken is what they like the best. Children behave well and are very polite. They receive gentle reminders from the childminder to use good manners, for example when they ask for food to eat.

p.2

The provision is good

The childminder provides children with experiences to help them develop their mathematical skills, such as understanding positional language. For example, when children hold objects behind their back, she tells them it is behind them. When the childminder reads children stories, she asks them to sit next to her. Children show good hand-to-eye coordination as they use pens to draw. They talk to the childminder about the pictures they make. Children like to complete tasks and follow instructions well. For example, when the childminder asks them, children are keen to help tidy the toys away before they get others out.

p.2

need to do better?

n The childminder promotes children's communication and language skills well. She models language and repeats words that they say. This helps children to hear the correct pronunciation of words. The childminder asks children a good range of questions, encouraging them to think and reply. n The childminder helps children to learn about the importance of good oral hygiene. For example, she reads them stories about how to care for their teeth. The childminder holds discussions with children about the times of the day when they should clean their teeth. n Parents comment positively about what the childminder offers their children. They say that she provides them with a home-from-home environment. Parents say that the childminder is friendly, approachable and gives them detailed information about their child's day. However, the childminder does not share information with other early years settings children also attend to promote

p.2

need to do better?

consistency in their care and learning. Furthermore, she does not inform school teachers of children's achievements to support their transition when they move on to school. n The childminder extends her professional development. She accesses relevant childminding sites on the internet. This helps her to extend her knowledge of how to support children's next steps in learning and plan activities to engage their interest. One example of this is when she encourages children to develop

p.2

need to do better?

17 February 2022 their knowledge of different colours and to group objects. Children learn to recognise the colour of objects. They are excited to put the objects in the same colour bowl. n The childminder is aware that some children, particularly those who were born during the COVID-19 pandemic, have not had many opportunities to develop their social skills. Because of this, she takes them to local attractions, such as soft-play centres and the park. Children have the opportunity to interact with other children and adults. n The childminder gives children verbal praise and a high five for their achievements. They learn to share when they play alongside her. n The childminder evaluates her practice to help identify areas where she can improve. She has recently changed her outdoor space for children. This now includes a canopy that provides a cover for children when they play outdoors. This helps to protect them from all weathers. The childminder has introduced an

p.2

need to do better?

easel outdoors. This is to encourage children to be creative with paints and to help develop the muscles in their hands for early writing. n The childminder knows what she wants children to learn when she plans activities. However, occasionally, she does not help them to build on their understanding. For example, during an adult-led activity, the childminder did not support children to build on their prior knowledge of birds.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder takes steps within her home to ensure that children are safe. For example, she has a safety gate at the entrance to the kitchen. This stops children from accessing this room on their own. The childminder is aware of the signs and symptoms of abuse. This includes if children are being exposed to extreme behaviours or female genital mutilation. She knows where to report concerns about children's safety. Furthermore, she knows the procedure to follow if an allegation is made against herself or a member of her family.

p.3

should:

n develop ways to work in partnership with other settings that children also attend and schools that children will move on to n strengthen the delivery of some adult-planned activities to include all identified learning intentions for children.

p.3

Setting details

Unique reference number EY339810 Local authority Nottinghamshire County Council Inspection number 10065295 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 14 October 2015

p.4

Information about this early years setting

The childminder registered in 2006 and lives in Beeston, Nottingham. She operates all year round from 7.30am until 6pm, Monday to Thursday, except for bank holidays and family holidays.

p.4

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 the 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 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.

p.4

Inspection activities

17 February 2022 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.4

Inspection activities

17 February 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.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6