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 show that they feel safe and secure in the childminder's care. They have positive relationships with the childminder and their peers. Children cooperatively play and are excited to take it in turns with their friends to post objects into toys. Children sit with the childminder for comfort and reassurance when unfamiliar people are present in the home. Children are given gentle reminders to use good manners and to be polite. For example, when they ask the childminder for help to take off dressing-up costumes, they are reminded to say please.

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The provision is good

Children are keen to investigate and explore the toys and resources that are offered. They are creative and enjoy imaginary role-play experiences. Children show an awareness of occupations when, for example, they dress up as a nurse and put plasters on dolls. When asked, they explain to the childminder that the doll fell on a toy and banged its head. The childminder helps children to develop their understanding of letters of the alphabet. Children listen to the sounds that represent different letters and hear words that begin with the same sound. Children enjoy sitting with the childminder to look at books. They count the number of apples they see on a picture of trees in a book. This shows their ability to count in the correct order and to develop a love of books.

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need to do better?

n The childminder helps children to learn skills for the future, such as to understand how they can keep themselves safe. For example, she talks to them about road safety when she walks with them in the street. The childminder helps children to understand the importance of showing kindness to animals and not to touch dogs they do not know. n The childminder provides a curriculum that helps children to progress well in their development. She plans experiences for children to develop their understanding of how colours can be mixed together. Children are supported to recognise that when blue and yellow paint is mixed, it creates the colour green. However, occasionally during planned activities, the childminder does not adapt her teaching to build further on children's learning. This means that children are not able to make the best possible progress in their development. n The childminder extends her professional development. She attends online

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need to do better?

webinars that help her to develop her knowledge of how to assess children's learning so that she can avoid any gaps appearing in their development. n The childminder supports children's toileting needs. For example, she gives children stickers to praise them when they use the toilet. The childminder gives parents stickers so they can follow the same reward strategies for their children at home. This helps to provide a united approach to helping children use the toilet. However, other self-care routines are not as effective. For example, the

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need to do better?

2 August 2022 childminder does not help children to consistently follow good hand-hygiene routines before they eat. Children are not fully supported to understand the links between good hygiene and good health. n The childminder uses information she gathers about children's home life to help broaden the experiences they receive. For example, she knows that some children travel by car. Because of this, she takes children for rides on buses to help develop their knowledge of different forms of transport. n Children's communication and language skills are promoted well by the childminder. She talks to children when she plays alongside them. The childminder encourages children to join in singing nursery rhymes. She talks to children about their family experiences. This encourages children to talk about and recall significant events in their lives. n The childminder supports children to behave well. For example, when children

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need to do better?

sit around a table at snack time, she reminds them to sit on their bottoms to promote positive behaviour and safety. Children show a positive attitude when they help to put away toys and resources when they are asked. This encourages them to take responsibility for caring for their environment. n The childminder challenges children's stereotypes and promotes equality well. For example, she talks to children about certain colours being for all people and not certain genders.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder checks the environment to make sure it is safe for children to play. The front door and garden gate are securely locked to stop other people from having access to children. This helps to keep children safe. The childminder completes safeguarding training. She has a good understanding of the signs of abuse and if children are potentially subject to female genital mutilation. The childminder knows where to report concerns about children's welfare, to promote their safety. Furthermore, she knows where to report any allegations of abuse made against herself or family members.

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should:

n develop teaching skills to make better use of opportunities to build further on children's learning through planned activities n strengthen the consistency of hand-hygiene practices to support children's understanding of the links between good hygiene and good health.

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Setting details

Unique reference number 2513603 Local authority Nottinghamshire County Council Inspection number 10207844 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 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Worksop, Nottinghamshire. She operates all year round, from 7am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children.

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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 and the childminder carried out a joint evaluation of an activity. n The inspector held discussions with the childminder. She reviewed a sample of documentation 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

2 August 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

2 August 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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