Hayes, Philip John

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

Children are happy and playful. They decide what they want to play with and have lots of fun. Children develop their imaginations through role play. They carefully pass a doll between them and pretend that it is a baby. Children put on the childminder's slippers as they pretend to be a grown-up. The children and the childminder giggle when they all notice.

p.2

The provision is good

Children visit a variety of places outside of the setting to deepen their understanding of the world. They develop knowledge and skills from these visits. For example, after a visit to a garden centre to buy herbs, they plant these in the garden and learn what to do to help them grow. Children use these herbs in their play. Children visit the cafe in the garden centre. They choose from the menu and sit with their friends as they share this experience together. This helps children's social development.

p.2

The provision is good

Children used to visit soft-play centres before the COVID-19 pandemic to practise their physical skills. The childminder chose not to take children there throughout the pandemic due to the risk of infection. Instead, children visit play parks and open spaces outside where they are still able to develop the same skills.

p.2

need to do better?

n The childminder provides opportunities for children to become independent. For example, children make their own sandwiches for lunch. The childminder supports them by giving some instructions. He helps when children ask by demonstrating what to do. The childminder gives children lots of praise as they succeed. n The childminder uses strategies to help children to develop their communication and language skills. He makes sure that children can see his mouth movements when singing. He alters his position to different heights for older and younger children to see. This helps children to understand how to pronounce words. n Children learn about shapes. The childminder shows children that when they put two triangles together, they make a square. A child moves the square round and says it is a 'diamond'. The childminder offers lots of praise for this discovery. The childminder asks the children if they can remember the name of a different

p.2

need to do better?

shape. The children recall that it is a rectangle. They learned this on a 'shape walk'. This shows that children can remember what that have learned. n The childminder responds appropriately when younger children become distressed. He understands their non-verbal communication. For example, he recognises that when they push their milk away, they do not want it. The childminder has a flexible routine. For example, he adapts the routine of the day when a child needs to sleep earlier than expected.

p.2

need to do better?

2 March 2022 n The childminder provides some opportunities for children to learn about risk. Children use tools to make bird boxes. The childminder teaches children how to use the tools safely as they screw the box together. However, the childminder has not considered the risks when children use the internet. He does not teach children ways to keep safe online in an age-appropriate way. n The childminder plays turn-taking games with older children. This helps children to develop their social skills. The childminder congratulates children who win the game. He shows empathy to children when they do not win. Children copy these behaviours. This helps children to build resilience. n Children concentrate hard on activities that they choose. For example, children stack counters by considering their shape and size. Children learn how to solve problems during this activity. However, the childminder interrupts them with

p.2

need to do better?

frequent questions and comments. This sometimes distracts children during their learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows what to do to keep children safe from harm. He knows the signs and signals which could suggest a child is at risk. Additionally, he knows what to do if he has a concern about the conduct of another adult living in his home. The childminder attends training to refresh his knowledge. He knows how to keep children safe in the setting. He follows risk assessments, for example locking the front door. The childminder knows how to keep children safe when on visits. This includes when driving children in his car.

p.3

should:

n consider ways to teach children how to keep safe when using the internet n strengthen understanding around how children learn, in order to offer the best support when children are solving problems and thinking for themselves.

p.3

Setting details

Unique reference number EY389616 Local authority Nottinghamshire County Council Inspection number 10114436 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 9 Date of previous inspection 12 March 2015

p.4

Information about this early years setting

The childminder registered in 2009 and lives in Sutton in Ashfield, Nottinghamshire. He operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with a co-childminder. He provides funded early education for two-, three- and four-year-old children. The childminder holds a relevant qualification at level 3.

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 and the childminder discussed the early years curriculum. n Children confidently communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out a joint observation of a signing activity with the childminder. n The inspector spoke to one parent during the inspection, on the phone, and took account of their views. n The inspector spoke to the childminder at appropriate times throughout the inspection. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the childminder.

p.5

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.5

Inspection activities

2 March 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