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 show that they feel safe and secure in the childminder's home. They confidently move around and select toys and resources to promote their interests. Younger children show good hand-eye coordination when they excitedly find a ball. They learn how to share when they take it in turns with the childminder to throw the ball.

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The provision is good

The childminder encourages children to complete tasks on their own. For example, she provides opportunities for younger children to drink from an open cup. Older children are encouraged to pour their own drinks. Older children develop their literacy skills when they are supported to recognise letters of the alphabet that are in their names. They demonstrate their early writing skills when they use their fingers to write their name in paint. Younger children are creative. They are keen to explore different textures, such as pasta, and paint with their hands. They show their imagination when they engage in role play and wear hats, jewellery and carry bags. Children develop their understanding of weight when they use weighing scales. They are supported to understand which side of the scales is the heaviest.

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need to do better?

n The childminder uses her curriculum to plan activities for a mixed age range of children. She effectively adapts her teaching to meet the needs of the children taking part. For example, when children use paint, she asks older children to be creative and to mix colours. The childminder shows younger children how to use different toys, such as a toy tractor and dinosaur to make marks in the paint. n The childminder promotes children's emotional well-being when they face times of change. When they first start attending, they are invited to attend settling-in sessions. This helps them to become familiar with the childminder and her home. Before children start attending school, the childminder shows them photos of the school and talks to them about the school environment. n The childminder knows the children well, such as their interests and abilities. However, occasionally, she does not make the most of opportunities to build on

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need to do better?

children's learning. For example, when children count the correct number of bracelets they wear, she does not encourage them to extend their understanding of numbers and counting. n The childminder reflects on her practice and what she offers children. She has made recent improvements to the range of resources she offers children. For example, she has introduced more natural resources and items that are found in the home. Children use their imagination when they use pot teacups and saucers to pretend to make the childminder a cup of tea. n Parents comment positively about their children's experiences with the childminder. They say that their children love coming, and they walk into her

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need to do better?

1 September 2022 home without any hesitation. The childminder shares information with parents about their children's achievements and development. She supports parents to continue to support their children's learning at home. For example, she talks to parents about offering children further resources that promote their interest to help extend their concentration. n Children's communication and language skills are promoted well by the childminder. When she asks children questions, she gives them time to think and respond. The childminder encourages younger children to learn how to take turns in conversations. n The childminder finds out about children's experiences at home. She is aware that most children travel by car to her setting. Because of this, when she takes children to local places of interest, such as soft-play centres and the library, she takes children on busses, trains and trams. This helps to extend their

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need to do better?

understanding of different forms of transport. n The childminder gives children verbal praise for their achievements, such as good listening when children follow instructions. However, occasionally, she does not help children to understand why rules and boundaries exist. This is to help them develop their knowledge of how they can keep themselves safe.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder completes visual risk assessments in her home to ensure the environment is safe for children. She has completed paediatric first-aid training and has first-aid boxes in her home and when she goes on outings with children. This gives her the knowledge and equipment to treat a child in an emergency. The childminder has a good understanding of how to identify if children are at significant risk, harm or abuse. She knows where to report concerns about children's safety or if an allegation of abuse is made against herself or family. This helps to promote children's safety.

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should:

n develop teaching skills to make better use of opportunities to build further on children's learning n help children to understand why rules and boundaries exist.

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Setting details

Unique reference number EY478832 Local authority Nottinghamshire County Council Inspection number 10219832 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 10 Date of previous inspection 22 August 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Hucknall, Nottingham. She operates all year round, from 7.30am until 5pm, Tuesday to Friday, 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 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 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

1 September 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 September 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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