Childminder in Nottingham

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

p.1

The provision is good

Children choose what they would like to do from the wide range of toys and resources available. The childminder plans engaging activities around different themes. For example, children colour pictures of caterpillars and butterflies linked to a story about a caterpillar. They post pictures of the food the caterpillar eats into the mouth of a model caterpillar as the childminder reads the story. Children learn to recognise colours when the childminder asks them to pick out an orange, and they pretend to post it with glee into the caterpillar's mouth.

p.2

The provision is good

Children spend time outdoors and engage in a range of different activities. They build their physical skills as they crawl through tunnels and learn to balance as the childminder supports them as they ride on a scooter. They develop their hand-to- eye coordination as they use brushes to paint the fence with water. As children play, the childminder introduces new vocabulary, such as 'up' and 'down', to describe how they are painting.

p.2

The provision is good

Children benefit from a range of experiences when the childminder takes them out on trips in the local community. For example, they take part in messy play sessions at the library and visit a local farm, where they build their confidence as they have a go at feeding the animals.

p.2

need to do better?

n The childminder assesses what children know and can do and plans activities around what the children need to learn next. She supports children to develop their communication and language skills as she reads stories, points to the pictures and captures children's interest. As children build a tower, the childminder asks them, 'What colour is the brick?' She models the correct pronunciation to help children to develop their speaking skills. n The childminder introduces lots of opportunities for children to learn about numbers. Children learn to count on their fingers when they excitedly count monkeys as they sing about them jumping on a bed. They count the bricks they use as they build towers and listen as the childminder introduces mathematical ideas by asking them which number is bigger and which is smaller. n Children have lots of opportunities to make choices during the day. For example, during singing time, children excitedly choose which song they would like to sing

p.2

need to do better?

next. The childminder gives younger children two options to choose from, which helps them to begin to learn how to make choices. n The childminder encourages children to develop their independence skills. They are learning to cut their apple at snack time with support as the childminder reminds them to hold the knife carefully. Children readily put toys away when the childminder asks them to tidy up before lunch. She helps them to

p.2

need to do better?

1 March 2023 understand how to take care of themselves and others as she explains that it is dangerous to have lots of things on the floor as they might trip over. n Children are learning how to keep themselves healthy. They enjoy healthy snacks and learn the importance of brushing their teeth as they pretend to brush marks off a wipe-clean picture of a mouth with teeth. n Children's behaviour is good. The childminder is warm and encouraging in her interactions with children, and she talks gently to younger children to help them settle to sleep after they have eaten their lunch. When children tidy up before lunchtime, the childminder praises them and says, 'Well done, that was super.' She helps children to understand the consequences when she reminds them not to throw things as they might hurt someone. n Parents say that their children are happy to come to the childminder's setting. The childminder tells them what their children have been doing during the day

p.2

need to do better?

and what they are learning. She gives parents ideas about how to support their children's learning at home. However, the childminder does not consistently help parents to access additional support for those children who may need it.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands how to recognise possible signs of abuse and neglect and knows what to do if she is concerned about a child's well-being. She keeps the environment safe for children by securing external doors, having stairgates in place and risk assessing the environment to identify potential hazards. The childminder is aware of the importance of internet safety. She sends information to parents about how they can keep their children safe online at home and talks with children to help them understand how to keep themselves safe. The childminder keeps her safeguarding knowledge up to date by attending face-to-face and online training events.

p.3

should:

n work more closely with parents to help them access additional support for children where needed.

p.3

Setting details

Unique reference number 2598583 Local authority Nottingham Inspection number 10251494 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 3 Number of children on roll 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2020 and lives in Nottingham. She operates all year round from 6.30am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 5.

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 childminder and has taken that into account in the evaluation of the setting. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and the children. n The inspector and the childminder carried out a learning walk together. n The inspector looked at relevant documentation. n The inspector spoke to a number of parents during the inspection and took account of their views.

p.4

Inspection activities

1 March 2023 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.4

Inspection activities

1 March 2023 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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