Childminder in Nottinghamshire

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

p.1

The provision is outstanding

Children are happy from the moment they enter the childminder's home to the moment they leave. They smile and laugh frequently. Children behave impeccably well across all ages. They understand the rules and boundaries the childminder has established with their help. Older children walk independently on outings, though some demonstrate their ability to be independent by choosing to hold onto the side of the pram. Children ask if they can run to the end of the path. They run to the end and, without prompts, understand to stop and wait for the childminder to catch up. Younger children learn boundaries quickly through the nurturing and consistent reminders the childminder gives them throughout the day.

p.2

The provision is outstanding

Children have consistent and positive attitudes to learning. Young children look up and pause each time the childminder moves, to anticipate the next word or resource she is going to introduce. The childminder has high expectations for children. Children engage in the interesting and challenging environment the childminder has set up for long and sustained periods. For example, children under the age of two choose toys that make sounds and light up from a basket the childminder has created. The childminder introduces numbers, one to five, and other mathematical language, such as 'more' and 'less' to this. Children focus intently on the activity, press buttons and smile with excitement as the childminder interacts with them as they explore.

p.2

need to do better?

n The childminder has a strong knowledge of child development. She knows the children in her care remarkably well and plans excellent learning activities and experiences, which are based on the children's interests. For example, older children mark their current height on a large sheet of paper and predict how tall they will be for the next term and next year. Younger children watch with fascination then copy older children and stand against the paper for their height to be recorded. n The childminder's caring and nurturing approach supports children to form positive relationships quickly. Children who have only attended for a few sessions are in awe of the childminder and want to engage with her frequently. When children become upset, the childminder soothes them by calmly getting down to their level. She makes eye contact with the children and warmly talks to them about how they are feeling and acknowledges that what they are feeling is

p.2

need to do better?

okay. Children calm quickly and go back to their play and learning. n The childminder goes above and beyond to ensure children can attend and have stable routines. For example, when families need extra support, their children are collected by the childminder from their homes by the childminder. n The childminder supports children to build persistence and resilience. When

p.2

need to do better?

7 September 2022 children searched for a lost cannon ball, the childminder used praise and consistent encouragement. When children became frustrated, they continued to hunt for the cannon ball because of this. They lifted items up and turned items over. Younger children held their arms up and made sounds, as if to say 'where is it?' and then continued their search. n Children develop a strong sense of self as their views are valued and encouraged. The childminder has frequent discussions with children during which she identifies that everyone has an opinion, and she supports children to listen to each other. Children understand their views are important. They take it in turns to speak, listen to others and respond in a positive way, even when their own views or ideas are different. n Parents highly recommend the childminder. They comment about the outstanding level of care and exceptional support the childminder provides. They

p.2

need to do better?

are highly impressed by the experiences and activities their children have access to. Parents report that their children are extremely happy and confident and that they are ready for their next stages of learning because of the childminder. n Children have a broad range of experiences to develop their understanding of the wider world. For example, children and their families are encouraged to participate in challenges to raise money for their local communities and charities. Food items are purchased and children take these to their local food banks. n Children are consistently introduced to new skills. For example, children make sounds by banging a spoon on pots and pans. The childminder shows them a new way of using the pan, to create different sounds. Younger children stare intently at the childminder, watching what to do. Children take hold of the spoons and are eager to have a go. They successfully use new ways of making

p.3

need to do better?

sounds and revisit this frequently. n The childminder is dedicated to improving outcomes for children. She accesses training through webinars and research to support her continued professional development. She reflects on her practice to improve children's experiences. For example, the childminder has introduced threading, posting and a more varied amount of resources for mark making, to support children's fine-motor skills outside.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has an extremely strong knowledge of safeguarding. She attends regular training and webinars to remain up to date with any changes. The childminder has knowledge of wider safeguarding concerns within society, such as families being radicalised or county lines. She is confident in making appropriate referrals to relevant agencies, to support families and their children. The childminder supports parents to understand safeguarding. She shares information with parents about online safety and agencies who can be contacted if necessary. The childminder ensures the suitability of her household members, and that the environment is safe, through regular risk assessments.

p.3

Setting details

Unique reference number 252971 Local authority Nottinghamshire County Council Inspection number 10114406 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 11 February 2016

p.4

Information about this early years setting

The childminder registered in 1989 and lives in West Bridgford, Nottingham. She operates all year round, from 7.30am to 5pm, Monday to Thursday, except bank holidays and family holidays. The childminder provides funded sessions for two-, three- and four-year-old children, before- and after-school club sessions and holiday club sessions.

p.4

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 provider and has taken that into account in their evaluation of the provider. 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 Children communicated with the inspector about what they enjoy doing while with the childminder. 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 The inspector observed the interactions between the childminder and children. They discussed the impact of the curriculum on children's learning. n Parents shared their views with the inspector.

p.5

Inspection activities

n The childminder provided the inspector with a sample of key documentation on request.

p.5

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.

p.5

Inspection activities

7 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6