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 Not applicable

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The provision is good

Children are excited to explore and investigate in the childminder's welcoming home. They learn the names of unfamiliar fruits and, with encouragement, they taste these, such as mangos. Children show good hand-eye coordination when they use safety knives safely to cut up fruit. The childminder helps children to compare the different foods. For example, she asks them to feel the weight difference between a mango and an orange. Children tell her that the mango is 'heavy'.

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The provision is good

Children are creative and use their imagination. They pretend to make the childminder and visitors cakes when they use dough. Children use plastic coloured shapes to construct and build a tower. Others put the shapes to their eyes to look at the world around them in different colours. Children are supported by the childminder to extend their understanding of insects. They learn about the life cycle of a caterpillar and are introduced to new words to extend their vocabulary, such as 'chrysalis'. When children listen to stories, they are reminded to use their 'listening ears' to promote positive behaviour. The stories they hear, help them to develop their understanding of diversity. For example, children listen when the childminder tells them about people who carry fruit in baskets on their heads in other countries.

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need to do better?

n The childminder supports children's emotional well-being and helps them to feel safe and secure in her care. For example, when children first start attending, she finds out information about their interests from their parents. The childminder uses this information to provide activities she knows children enjoy. Children are invited to attend settling-in sessions to help them to become familiar with the childminder and her home. n Communication with parents is effective to keep them informed about children's development. Parents say that the childminder is calm and nurturing, which helps children to feel safe, relaxed and confident. The childminder provides parents with advice about continuing children's learning at home, for example to support toilet training. This helps to provide a united approach to helping children achieve. n The childminder knows children well. She uses her curriculum to broaden

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need to do better?

children's experiences. For example, she takes children on bus rides to extend their understanding of transport vehicles. The childminder encourages children to develop their social skills. She takes them to toddler groups where they have opportunities to mix with children of a similar age. n Overall, the childminder supports children's communication and language skills well. She asks children a range of questions, encouraging their thinking skills. When children say words incorrectly, the childminder repeats the words

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need to do better?

29 June 2022 correctly. This helps them to hear the correct pronunciation. However, during some planned group times, children start to talk at the same time. The childminder does not encourage them to take turns in conversations and to listen to others' views. n The childminder identifies and makes changes to her practice. This helps her to identify ways to support children's physical skills. She is aware that due to the COVID-19 pandemic, some children did not have many opportunities to engage in physical play. Because of this, she has purchased climbing apparatus. This helps children to develop their balance and coordination. However, the childminder does not always make the best use of training to help raise the quality of education even further. n The childminder supports children to learn skills that will help them for the future and their eventual move on to school. For example, she encourages them

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need to do better?

to complete tasks on their own. Children wash their hands prior to eating and use tissues to wipe their nose. Children are invited to find their own resources when they want to create artwork. n The childminder uses repetitive phrases to help children to understand how to behave positively. For example, she says 'kindness is key' to encourage children to play cooperatively. When children play with toys, she tells them to, 'Choose it, use it and put it away.' This is to encourage them to learn how to care for the toys and environment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands how to identify any concerns about children's welfare and knows what actions to take in response. This helps to promote children's safety. She ensures that she keeps up to date with a wide range of safeguarding issues. For example, she completes training on child protection and the 'Prevent' duty. The childminder carries out risk assessments to minimise any hazards for children in her home and on outings. She helps children to learn how they can keep themselves safe. For example, she talks to children about road safety, stranger danger and how to evacuate her home safely in the event of a fire.

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should:

n strengthen interactions with children during planned activities, to enable them to take turns in conversations and to listen to the views of others n identify professional development that will help to enhance existing teaching skills and the quality of education further.

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Setting details

Unique reference number 2569188 Local authority Nottinghamshire County Council Inspection number 10239326 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Cotgrave, Nottingham. She operates all year round from 7.15am until 5pm, Monday to Thursday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children. The childminder holds an appropriate level 3 qualification.

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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 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 documents 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.

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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.

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Inspection activities

29 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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