Topliss, Karan May

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 build strong and secure relationships with the childminder. They are very happy and thrive in the childminder's provision. The childminder leads by example and treats children with kindness and respect. She provides a relaxed and happy environment for children to learn in. Children demonstrate they feel safe as they try new activities, such as exploring autumn leaves. The childminder gives children continuous encouragement and praise for their achievements. Young children behave extremely well and learn to share and take turns with toys. This successfully enhances their confidence and self-esteem.

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The provision is good

Children are familiar with the routines and readily make independent choices in their play. They enjoy watching the dustbin lorry reverse past the house. The childminder models language to describe what they can see. The children wave at the refuse collectors in response to the childminder asking if they would like to say goodbye. Children are keen to join activities, such as singing and dancing, which they do with enthusiasm. The childminder uses songs to discuss different emotions with children, which positively impacts their emotional well-being. Children learn new skills that support their future learning. For example, they develop their small- muscle skills as they pick up jigsaw pieces, which prepares them for future mark making and early writing.

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need to do better?

n The childminder talks to parents about children's routines, interests and abilities before they start. She carefully monitors children's development through frequent observations to assess what they need to learn next. She completes the progress check for children between two and three years to assess the progress they make. However, the childminder does not use this information as well as she could when she plans activities to develop children's learning. n The childminder generally plans her curriculum well. She prioritises children's language development and introduces children to a wide range of words. This supports children's understanding and helps them to develop their vocabulary. For example, she models the names of animals in a jigsaw, and children copy her as they put the correct animals into the puzzle. n Children are active and enthusiastic learners. They are confident to explore the environment and choose toys that interest them. For example, children are

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need to do better?

eager to drive pretend cars into the garage. However, at times, the childminder does not make the best use of children's interests during adult-led activities to ensure they remain focused and fascinated by the activities she has planned. n Children respond well to consistent boundaries for behaviour. They listen to the childminder's gentle reminders and learn to be kind and thoughtful towards others. The childminder talks to children about their feelings and helps them to

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need to do better?

15 November 2022 understand the consequences of their actions. For instance, she explains that if they leave too many toys on the floor, they might slip and fall on them. n The childminder promotes children's healthy lifestyles. She takes children outside to develop their large-muscle skills on ride-on toys. Children are inspired to learn about nature as they collect leaves and cones on an autumnal walk. They dance to music with pleasure and confidence and joyfully develop their imagination. Children enjoy healthy snacks and meals. The childminder ensures they remain hydrated as she reminds them to regularly drink their water. n Children thoroughly enjoy exploring books. They listen attentively to their favourite stories and learn to hold books and turn the pages. They actively participate as they share stories. They find their ears as the childminder points to the koala's furry ears. n Partnerships with parents are effective. The childminder shares her assessments

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need to do better?

of where children are in their development. Parents comment on the strong bonds that children have with the childminder. They report that their children enjoy spending time with the childminder in her home. n The childminder regularly reflects on and evaluates her practice. She shows a commitment to her professional development and that of her assistant. For example, they complete mandatory training, such as first aid, and regularly complete online training courses together to strengthen their knowledge.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder talks confidently about the possible signs of abuse. She knows what to do if she has concerns about a child and who to contact. The childminder has a written safeguarding policy in place. She understands the procedures she should take if an allegation is made about herself, her assistant or a member of her household. The childminder completes risk assessments for her home and outings. For example, she ensures children tidy away toys they are no longer playing with so that they are not trip hazards.

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should:

n focus planning for learning more clearly on what is intended for children to learn, to ensure that there is enough challenge for children n use children's emerging interests and ideas during adult-led activities to sustain their interest and extend their learning.

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Setting details

Unique reference number EY456865 Local authority Nottinghamshire County Council Inspection number 10236035 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 8 Date of previous inspection 3 November 2016

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Information about this early years setting

The childminder registered in 2013 and lives in Huthwaite, Sutton-in-Ashfield, Nottinghamshire. The childminder operates all year round, from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder sometimes works with an assistant.

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Inspection activities

n This was the first routine inspection the provider 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 his evaluation of the provider. n The inspector observed a range of play activities in the childminder's home and garden. She considered, with the childminder, the impact of teaching on children's learning and development and discussed children's progress. n The inspector and childminder completed a learning walk around the setting. They discussed how the environment is organised and the curriculum planned to support children's learning. The inspector took account of how the childminder completes risk assessments to ensure that children remain safe. n At appropriate times during the inspection, the inspector spoke to the children and childminder. She also took account of the written views of parents. The

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Inspection activities

inspector observed the quality of interactions between the childminder and the children attending. n A sample of documentation that supports the effective management of the childcare was viewed by the inspector. This included evidence of qualifications, the suitability of the childminder and other household members, and a sample of policies.

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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

15 November 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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