Nunn Sarah

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

p.1

The provision is good

Children enter the warm and welcoming childminder's home and quickly settle. They confidently move around the setting and explore the resources that reflect their interests and promote their curiosity. Children practise their small motor skills as they explore play dough. They use tools, such as rolling pins to roll the play dough, and cut it into wiggly lines. They say, 'I'll squeeze it,' as they press cutters into the play dough to make familiar shapes. Babies coo and gurgle as they lie under activity centres. They reach out and touch the toys that are hanging, watching them as they move. All children join in as they listen carefully to stories. They repeat familiar phrases and actions from the stories and show delight as they recognise the characters.

p.2

The provision is good

Children learn about forces and motion as they push balls down a chute. They watch them roll down and say, 'It's rolling.' The children problem-solve when they find balls that are too big for the chute and use their mathematical skills to count the balls carefully as they travel down. Children learn about the world around them. They excitedly feed their baby dolls and pretend to make pizza and pour cups of tea, which they then thoughtfully share them out to others.

p.2

need to do better?

n The childminder uses what she knows about the children to provide interesting, stimulating activities to promote children's learning and development. For example, she provides toy telephones for children whose speech is developing, to encourage them to build on forming sentences. n Children are deeply engaged as they explore making marks. However, when children spontaneously write letters, the childminder does not promote early reading skills. For example, the childminder does not always use the correct sounds to represent the letters the children have written. Furthermore, the childminder does not always provide additional challenge for the most able children to extend their learning further. n Partnerships with parents are effective. Parents speak highly of the care and educational provision the childminder provides. They talk about the 'seamless transition' of moving from home to the childminder's house and new children

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need to do better?

settle in very quickly. Parents also feel that their children enjoy their time at the childminder's and are 'safe and well cared for', while they attend. n The childminder teaches children about the importance of healthy diets and lifestyles. She provides healthy snacks for the children and supports parents in providing nutritional food in their lunch boxes. Children learn the importance of oral health through play. The childminder provides play toothbrushes to enable child to learn brushing techniques. Children are taught the importance of hygiene as they wash their hands before having a snack.

p.2

need to do better?

30 September 2022 n The childminder ensures that the emotional needs of the children are consistently met. She is warm and caring in her approach and offers comfort to children who may need additional support. Young babies are nurtured gently, as they are held close when being fed and during care routines. n The childminder ensures that children develop a good understanding of empathy. They acknowledge when younger children are upset and find them toys to make them happy. The childminder consistently and warmly praises and encourages children when they achieve personal goals. Children show that they are proud of their achievements by smiling and dancing. n Children benefit from additional trips and visits in the local environment. Weekly library visits give children the opportunity to develop their listening and literacy skills. They listen to further stories and rhymes and select their favourite books

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need to do better?

to read back at the childminder's house. Children develop their large muscles during trips to the local park; they climb and balance on the equipment, which they greatly enjoy.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder undertakes regular training to ensure she is up to date with safeguarding procedures. She has a good understanding of how to protect children in her care. She recognises signs and symptoms of abuse and knows how to report any concerns about a child. She understands how to manage allegations and report effectively. The childminder also understands how to keep children safe from radicalisation and female genital mutilation. She ensures that she completes regular first aid training and deals with incidents swiftly. She has a good understanding of how to manage and minimise any potential risks in the setting.

p.3

should:

n develop opportunities to provide extra challenge for the most able children, to extend their learning to the highest possible level n use the correct pronunciation of sounds that represent letters, to further support early reading skills.

p.3

Setting details

Unique reference number EY101016 Local authority Nottinghamshire County Council Inspection number 10234606 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 4 Date of previous inspection 8 November 2016

p.4

Information about this early years setting

The childminder registered in 2003 and lives in Sutton-in-Ashfield, Nottinghamshire. She operates all year round from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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 setting. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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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

30 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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