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 Inadequate

p.1

The provision is good

Children have close relationships with the childminder. She knows them well; they go to her for cuddles when they are tired or unsettled. The childminder asks children for their opinions and preferences. She responds positively to what they say.

p.2

The provision is good

Children thoroughly enjoy the activities the childminder provides. They share their excitement as they mix icing ready to decorate cakes. They carefully choose how to top each of the cakes, concentrating hard to get the result they want. They are very proud of what they have done.

p.2

The provision is good

Children love sharing books with the childminder. They enjoy looking at pictures of animals and talking about them and show the 'baby' what they are looking at. They discuss what penguins do. Children learn new words as the childminder talks about how they 'waddle'. She then demonstrates what this might look like. Children join in and copy the childminder. They practise waddling safely from side to side, giggling together.

p.2

The provision is good

Children learn to solve problems by themselves. They work out that stacks of blocks need to be broken up to fit in their storage box; they separate them and carefully fit them into the box, so the lid closes.

p.2

need to do better?

n Children make very good progress in their communication and language. The childminder initiates conversations and encourages discussion with the youngest of children; she names unfamiliar things for them, such as 'hippopotamus'. Children carefully try to repeat the new word and are praised as they achieve this. n The childminder completes accurate assessments of each child's stage of development. She ensures play experiences and activities support children to make good progress. The childminder has high expectations of what children can achieve. Children develop new skills as they make their own choices about their play. The childminder supports them in expanding their knowledge and understanding. Occasionally, children do not have the time to complete what they are doing. This is because the childminder moves children on to new activities too quickly. n Children start to learn about mathematical language. They talk about making

p.2

need to do better?

'bigger' and 'smaller' tails for the rabbits they create, and that hippopotamuses are 'huge' animals. They build towers and identify one tower is 'taller' than another. Children confidently talk about different shaped building blocks. n Children persevere when they initially find something tricky. They keep trying

p.2

need to do better?

28 February 2022 and are praised by the childminder when they succeed. The childminder offers advice when a child struggles to place a piece in an inset puzzle. She skillfully allows the child to work out for themselves where the piece should go. n Children are confident in the childminder's home. They understand the routine of the day and understand what happens next. Children's opinions are valued and respected. n Parents comment positively about the childminder and her provision. They are pleased with the service provided. Their comments reflect the strong relationships between the childminder, the children and their families. Parents say that the childminder is a 'great communicator' and 'encourages good behaviour, kindness and compassion'. They say she 'takes time to get to know children's likes, dislikes and personalities' and is an 'essential support system to the family'. n The childminder initiates good working relationships with other settings children

p.2

need to do better?

attend. She shares information appropriately to ensure that all those involved in the care of a child work together to meet their individual needs. n The childminder is an excellent role model. Children's behaviour is excellent and they are polite. They listen to, and follow, instructions and take good care of their toys. They help the childminder take care of their environment by tidying away ready for lunch. n The childminder completes the required progress check at age two. However, she doesn't have a clear understanding of the purpose of this check, or the process for sharing it.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Children are safe in the childminder's care. She has a clear understanding of her role in safeguarding children. She knows the signs and symptoms that may indicate that a child is at risk of harm and how to report these. The childminder understands what action she must take if an allegation is made against herself. She supervises children closely to ensure their safety. The childminder completes thorough risk assessments in the home, and in relation to places children visit. She takes action to ensure that any identified risk is minimised.

p.3

should:

n provide children with more time to complete activities and tasks that interest them n increase knowledge and understanding of the progress check at age two and further improve how the information is shared.

p.3

Setting details

Unique reference number EY304143 Local authority Nottinghamshire County Council Inspection number 10147395 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 12 Number of children on roll 9 Date of previous inspection 11 February 2020

p.4

Information about this early years setting

The childminder registered in 2005 and lives in Mapperley, Nottingham. She operates all year round from 8am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She works with her daughter as an assistant.

p.4

Inspection activities

n This was the first routine inspection the childminder 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 inspector observed a range of play activities in the childminder's home and assessed the impact of teaching on the children's learning and development. n The inspector spoke to the childminder at suitable times during the inspection and took account of the written views of parents. n The inspector looked at a sample of the documentation that supports the childminder's practice.

p.4

Inspection activities

28 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

28 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.

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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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