Deborah Judy Kelsall

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 show confidence as they play happily in the stimulating, safe and warm environment of the childminder's home. They display independence as they select toys and lead their own play. Children explore the recent snowfall with awe and wonder as they play outdoors. They watch as the snowflakes fall and observe the marks left in the snow from their feet.

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The provision is good

Children discover and compare small wooden animals. They are supported to develop their knowledge of size as they handle each animal, lining them up and carefully pointing to each one as they are encouraged to count. Children practise their problem-solving skills as they manoeuvre and fit shapes into peg boards. They smile proudly as they achieve their task.

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The provision is good

Children develop their imaginative play as they create meals in the role-play kitchen. They pretend to pour tea into cups, drink the contents and eagerly hand more cups out to visitors. Children fill saucepans and tip out the contents onto plates and bowls. Children begin to develop their small-muscle and coordination skills as they explore balls, bouncing them and skilfully catching them. They test out their ideas as they place the balls into a series of different-sized containers, watching as they drop them in to find out which containers hold the balls and which ones are too small.

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need to do better?

n The childminder has a curriculum that prepares children for their next stage and as they move on to school. Her in-depth knowledge of each child ensures that the programme of learning is relevant and interesting. However, at times, the childminder does not recognise how to provide suitable extension for those who are interested in new experiences, such as seeing the falling snow. This results in children not always gaining individual learning during activities. n The childminder provides nutritious and tempting home-cooked meals and snacks. She encourages children to taste new foods through the meals she provides. Fresh fruit and drinks are out and readily available for children to select. The childminder teaches children about how to keep their teeth healthy through activities and experiences. For example, each child has their own toothbrush at the childminder's home, and they are encouraged to brush their

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need to do better?

teeth after meals. n Parents speak favourably about the kind and caring childminder. They feel supported in their child's development, as the childminder shares information on a daily basis. Parents say that the highly recommended childminder is professional and loving in her approach, providing home-from-home care and building good relationships with families and their children.

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need to do better?

10 March 2023 n The childminder places emphasis on supporting children's communication and language skills. For example, she provides an ample source of books for the children to explore and provides rhymes and songs that are appropriate to their age and stage of development. However, the childminder does not always support children's critical-thinking and communication skills. For example, she does not always give children the chance to think about and respond to questions she has asked. n The childminder encourages children to be independent. For example, when changing nappies, she encourages children to stand and pull their clothes up. Children are given time and encouragement as they put their shoes and coats on for outdoor play. n The childminder uses the vibrant and stimulating community to provide additional experiences for children. For example, children learn about animals as they visit local farms. They gain experiences to develop their large-muscle skills

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need to do better?

as they visit parks and learn about how things grow when they plant seeds and visit the community gardens. This helps children to learn about the wider world. n The experienced and passionate childminder is reflective in her approach to enhancing her provision. She ensures that she attends regular courses to help her understand and develop her knowledge of early years practice. The childminder makes use of a regular network of other childminders in the area to share best practice and ideas.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge and understanding of safeguarding. She recognises the signs and symptoms that indicate that a child may be at risk from abuse. The childminder understands how to escalate any concerns she may have and reports these concerns effectively. She has created effective policies and procedures that she reviews regularly and shares with all parents. The childminder recognises the importance of following the correct procedure to report and manage allegations. She completes a comprehensive set of risk assessments to minimise any hazards, both at home and on outings.

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should:

n develop skills to effectively extend learning during children's unplanned play n maximise interactions with children to develop critical-thinking and communication skills.

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Setting details

Unique reference number EY233652 Local authority Nottingham Inspection number 10276163 Type of provision Childminder

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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 8 Date of previous inspection 4 July 2017

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Information about this early years setting

The childminder registered in 2002 and lives in Clifton, Nottingham. She operates all year round, from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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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 they are safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to and communicated with the inspector during the inspection. 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 childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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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

10 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

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