Briggs, Tara Deana

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 happy and well cared for. They joyfully respond to activities provided for them by the childminder. Children laugh and giggle, pretending to be a 'tickly' caterpillar when reading stories. They are well supervised in the areas they play in. Children tidy away toys to make safe spaces to dance and move to music. They love to sing and show enthusiasm as they hear their favourite songs. Children join in with the actions and know the songs well. They cheer and clap to show they are having fun, and say 'more' as they do not want the activities to end.

p.2

The provision is good

Children learn through their interests. They choose toys to play with, and play alongside each other and the childminder. Children use play food to make 'cake' and 'cups of tea' for each other. They gently bang the cups together and say 'cheers.' Children behave well. They learn to share toys and tell each other, 'It's not ok to grab'. Children remind each other to use good manners. They encourage each other to say 'thank you' when they are given a toy. Children practise and learn new words. They quickly respond to the support given by the childminder. Any difficulties children have in their learning are quickly identified and supported.

p.2

need to do better?

n The childminder helps children to learn through their own interests. She encourages them to plan their time together and make choices when playing. Parents reported that children struggled socially due to the COVID-19 pandemic. This information helps the childminder to plan new opportunities. For example, she takes children to local groups where they can make new friends and develop their social skills. n The childminder helps children to develop their speaking and communication skills. Children learn new words quickly and have lots of opportunities to practice these in their play. Children read books with the childminder. They learn what a moon, caterpillar and butterfly are. Children practise saying these words when they see the pictures. They ask questions about what the pictures show. However, when the childminder asks children questions, she sometimes rushes them for an answer. Children do not have enough time to respond.

p.2

need to do better?

n Children are confident to join in activities and learn from the childminder. They use colourful bears and match them into the correctly coloured cups. The childminder helps children to count the number of bears and learn their colours. She adapts the activities for younger children by using the bears in the cups to make a shaker. However, the childminder is not always clear about different ways she can further extend and develop older children's learning during some activities. n Children are offered a healthy diet and learn to make good food choices. The childminder provides a range of well-balanced meals and snacks. Children have

p.2

need to do better?

25 April 2022 opportunities to try new foods and talk about how to look after their teeth and bodies. At mealtimes and when playing, older children are encouraged to use good manners and act as role models for behaviour. n Since her last inspection, the childminder has created a purposeful, inviting play space for the children to use. She undertakes training online to benefit the children in her care. The childminder recognises the need to develop more ways for younger children to learn about the safe use of technology. n Parents speak highly of the childminder and the progress their children make. They report that their children enjoy themselves. Parents like that their children often bring things home that they have made. The childminder listens to what parents need. She provides experiences for the children that their families do not always have time for at home, such as going to dance groups. n Children are well prepared for their next stages in learning. They are becoming

p.2

need to do better?

confident learners. The childminder works closely with other settings to share information that benefits the children in their care. She knows how to get help from other agencies, such as health visitors, to ensure children have extra support if they need it.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is able to recognise the signs and symptoms of abuse. She can identify when a child is at risk of harm and knows how to record and report her concerns. The childminder is aware of safeguarding issues, including female genital mutilation and drug use in families. She is able to identify the potential risks of technology and is beginning to help parents recognise the impact of children watching programmes that are not suitable for their age. The childminder keeps effective records, such as risk assessments and policies. She knows how to report allegations made about her or anyone living in her home.

p.3

should:

n give children the time they need to respond to questions n make the most of opportunities to extend the most-able children's learning during activities n support children to learn about using technology safely.

p.3

Setting details

Unique reference number EY427602 Local authority Nottingham Inspection number 10074780 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 9 May 2016

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Nottingham. She operates from 7.30am until 6pm Monday to Friday all year round, except for bank holidays and family holidays.

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 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 and assessed the impact this has on children's learning. n The inspector spoke with the childminder, children and parents during the inspection. n The childminder and inspector carried out a joint observation of an activity together. n The inspector held discussions with the childminder. n The inspector reviewed a sample of documentation, including the suitability of people living in the household.

p.4

Inspection activities

25 April 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

25 April 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