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 arrive at the childminder's confident and happy. They smile and say goodbye to their parents at the door. Children show their independence and their care for one another. Older children independently hang up their belongings and help younger children to do the same. Children have access to a range of resources, which they choose from independently throughout the day. Children behave well and when they need help to manage their feelings and emotions they are prompted by the childminder. Children respect one another. Older children pass younger children different-coloured pencils to draw with and assist them to make choices. Younger children lift their heads up from what they are doing and make eye contact to listen to other children speak.

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The provision is good

Children have positive attitudes to learning and engage for prolonged periods, with the resources and activities the childminder provides. Children sit together at a table and they exchange memories about the fire station they visited the previous day. They roll out dough to create ladders, hoses and wheels to make fire engine pictures.

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need to do better?

n The childminder has a strong understanding of child development. This feeds into her sequences of learning for children. This is shown through the range of activities and resources she provides to enhance children's learning through a range of different ages. n The childminder develops children's knowledge. She questions children and corrects their misconceptions. For example, when children talk about what dogs can and cannot eat. Children talk about dogs not eating cheese. The childminder offers knowledge that dogs cannot eat chocolate, but that they can eat cheese. Older children go on to share this information with younger children in their play. n Children's emotional development is supported. For example, the childminder talks to children about the emotions they show. Older children share how they are feeling and how they can make each other feel better. The childminder supports younger children to join in activities and gives them a cuddle when

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need to do better?

they need it. n The childminder supports children's understanding of what keeps them healthy and safe. For example, when children go out for walks to their local field, they are reminded to stop and wait at certain points. Children tell the childminder if it is safe to cross. Older children discuss why they keep their hands clean and talk about washing the germs away. n Children's mathematical skills are developed. For example, at snack time the childminder tells all the children they have 10p. Each child chooses items from

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need to do better?

31 August 2022 the snack board. Each item has a value. Older children are encouraged to count how much they have spent and how much they have left. Younger children use their fingers and are supported by the childminder to count to 10. n The childminder attends regular training to support her professional development, for example, she completed training around managing sensitive conversations. She shares that this supported her to start conversations around sensitive subjects, such as family food choices. It also supported the childminder to reflect on the variety of sensitive topics she may need to discuss with the age range of the children who attend. n The childminder encourages children to practise the language they already know. She asks questions, repeats and recasts information to clarify children's understanding. However, the childminder does not consistently extend children's vocabulary. For example, when out in the field, a child picks up some binoculars

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need to do better?

and holds them up to their face. The childminder asks what they can see but does not use this opportunity to extend the learning further. n Parents report that they are happy with the childminder and the service she provides. They mention how welcoming and passionate she is. Parents explain that they gain information about their children's day through an online app. However, parents do not know how to support their children's learning further at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a strong knowledge of the signs of abuse. She has attended training which has supported her in developing her knowledge of wider safeguarding subjects, such as the 'Prevent' duty. Because of this, she is confident to make appropriate referrals to relevant agencies, to support families and their children. The childminder ensures the environment is safe, by conducting regular risk assessments. She ensures the suitability of her household members and completes regular ongoing suitability checks. The childminder follows recruitment processes and checks to determine the suitability of individuals, before appointing them as an assistant.

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should:

n develop interactions with children further, to ensure all children are introduced to new vocabulary n develop ways to share with parents how children's learning can be extended at home.

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Setting details

Unique reference number 2542156 Local authority Nottinghamshire County Council Inspection number 10215380 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 18 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in in Gedling, Nottingham. She operates all year round, from 7.30am until 6pm, from Tuesday to Thursday, except bank holidays and family holidays. The childminder also offers after-school care on Monday and Friday from 3pm until 6pm.

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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 childminder. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views with the inspector.

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Inspection activities

31 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

31 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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