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

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The provision is good

Children are very excited to arrive at the childminder's house. They run down the driveway and are greeted warmly. Children know the routine of the day. For example, they take off their shoes when they arrive and are keen to explore and investigate the range of toys and resources offered. Children laugh and have fun with the childminder when they build obstacle courses. They show strength in their bodies when they move objects safely, such as chairs and bean bags into a line. Children show good physical skills as they run around the chairs and jump onto bean bags. They show kindness to others. When their friends are upset, they fetch them a toy that they know they like, to help soothe them.

p.2

The provision is good

The childminder supports children to progress in their learning. For example, when children play with dough, she shows them how to use supporting tools and equipment. Children develop new skills as they hold each end of a rolling pin and press it down to roll out the dough. Children show their imaginative skills as they then use the dough to make pretend food, such as spaghetti and sausages. When children say they cannot make pretend fried eggs, the childminder asks them to keep trying. This encourages children to persist to task and develop a positive attitude to keep trying.

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need to do better?

n The childminder supports children to be emotionally ready for changes they face. For example, when they first start attending, children are invited to attend settling-in sessions. This helps children to become familiar with the childminder and her home. The childminder talks to parents about children's care routines at home, so she can follow these when children are in her care. n The childminder provides opportunities for children to learn how they can keep themselves safe. For example, she talks to children about road safety and not to touch unfamiliar dogs they see in the street. Children take part in fire evacuation drills. This helps them to understand how to leave her home safely in the event of a fire. n Parents are positive about the experiences their children receive when they are with the childminder. They comment that their children look forward to the days they spend in the childminder's care. The childminder shares photos and talks to

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need to do better?

parents about activities children have enjoyed during the day. However, she does not help parents to understand how they can support their children's learning further at home. n The childminder encourages children to follow good hand hygiene routines to help promote their good health. For example, when children wash their hands, she asks them to sing the 'Happy Birthday' song. This is to ensure that children have plenty of time to wash them thoroughly.

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need to do better?

1 June 2022 n The childminder supports children's communication and language skills well. For example, if children say a word incorrectly, the childminder repeats the word back to them using the correct pronunciation. This supports children to further develop their speaking and understanding. n Children learn skills in preparation for their move on to school. For example, they listen and follow instructions. Children take turns in conversations with the childminder, showing respect for others' views. n The childminder encourages children to develop a sense of responsibility for the environment. For example, she asks children to tidy up toys after they have finished playing with them. Children are keen to help. n The childminder knows children well. She talks about their abilities and how she intends to support them to progress in their development. However, she does not share this information with staff at other early years settings that children

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need to do better?

also attend. This means that there is some inconsistency in the learning and development for children who attend more than one setting. n The childminder gives children gentle reminders to take turns, for example, when they want the same tool to use with dough. She provides one of each item to encourage children to share the resources she offers. n The childminder reflects on the experiences she offers children. This helps her to identify how she can follow children's interests to support their learning. For example, she has purchased construction toys to provide opportunities for children to extend their interest to build and construct.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder completes risk assessments in her home to help promote children's safety. She has identified that her garden is not safe for children. Because of this, she takes children to parks and for walks in the community daily. The childminder ensures her front door is locked to stop unauthorised people from entering her home. This helps to keep children safe. The childminder has completed safeguarding training. She is aware of the signs and symptoms of abuse, including if children are being drawn into radicalisation. The childminder knows where to report concerns about children's welfare, to help promote their safety.

p.3

should:

n extend partnerships with parents further to help them to understand how to support their children's individual learning at home n develop partnerships with other early years settings children also attend to support a consistent approach to their learning and development.

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Setting details

Unique reference number 252062 Local authority Nottinghamshire County Council Inspection number 10231708 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 15 September 2016

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Information about this early years setting

The childminder registered in 1994 and lives in Ravenshead, Nottinghamshire. She operates all year round from 7.30am until 5.30pm, Monday to Thursday, except for bank holidays and family holidays.

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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 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. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

1 June 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.

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Inspection activities

1 June 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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