Childminder EY484616

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 enjoy the home-from-home environment created by the childminder. They excitedly join in with the activities that the childminder has planned for them. The childminder provides additional resources that are organised and accessible to children. Children feel safe and secure to confidently make choices and self-select activities of interest to them. Children choose to play with large building bricks. As they reach up high, placing a brick at the top of their tower, they use their muscles to stretch. The childminder praises children and acknowledges that the tower is nearly as tall as they are. Children happily smile at the childminder, proud of their achievement.

p.2

The provision is good

Children use their imagination well. They use a toy kettle to make drinks for the childminder. When the top of the kettle falls off, they run to find a toolbox to fix it back on. Children confidently use their small-muscle skills to use a range of tools provided by the childminder. For example, they hold a small hammer and bang nuts and bolts into play dough and the kettle. The childminder further supports children's small-muscle skills and hand-to-eye coordination, for instance when she shows children how to correctly hold a pencil. Children practise this grip as they attempt to draw around their hands.

p.2

need to do better?

n The childminder makes effective use of assessment. For example, she completes detailed and personalised assessments for children between the ages of two and three years old. As a result, the childminder has an accurate view of children's developmental progress and successfully identifies what she wants children to learn next to support their overall development. n Children's good health is promoted. For example, the childminder provides a wide variety of healthy meals and snacks. She encourages children to try new foods to help them to experience different tastes and consume a range of nutrients. n The childminder helps children to take part in conversations and discussion. For example, she uses open-ended questions to ask children about their pictures. The childminder repeats the correct pronunciation of children's mispronounced words. For instance, when children say, 'narna', she says, 'Yes, it's a banana.'

p.2

need to do better?

However, the childminder does not always build on children's language to extend their understanding and vocabulary further. n The childminder encourages children to be independent. Children confidently wash their hands before eating. During mealtimes, they carefully cut their banana into slices with a knife. When colouring, children independently place empty pens in the bin. n The childminder regularly plans outings in the community. Children build on their

p.2

need to do better?

16 March 2023 mathematical skills when they pay for items at the local shop. They learn about animals and how to care for them when they visit the goats and chickens at the nearby school. n Partnerships with parents are strong. The childminder values their views and contributions. For example, she uses information from parents to help her to understand and meet the needs of each unique child. Parents comment positively about the childminder. They state that the environment is safe and nurturing and that her communication and empathy are first rate. n Children behave well. They have a positive approach to play and learning. Children are curious, for example, they excitedly open tubs to see what colour play dough is contained inside. Children show high levels of engagement. They concentrate as they roll out the play dough to make sausages. n The childminder has established links with other local childminders. They

p.2

need to do better?

regularly update each other on new guidance, legislation and training courses. The childminder undertakes her own research to update her knowledge and skills. However, she does not always target professional development opportunities to strengthen specific areas of knowledge and practice.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder regularly updates her safeguarding knowledge. She confidently knows what action to take in the event of an allegation against herself or a member of her household. The childminder can identify signs that may indicate concerns about children's welfare. She knows how to report safeguarding concerns and has a suitable policy in place. The childminder ensures that hazardous materials, such as cleaning products and medications, are stored safely and not accessible to children. She teaches children how to respect animals and keep themselves safe when around family pets. The childminder practises evacuation drills with the children so they know what action to take in the event of a fire.

p.3

should:

n enhance interactions with children to further build on and extend their understanding and their communication and language skills n use reflections on practice and the knowledge of children's needs to inform professional development opportunities to strengthen and further raise the quality of education.

p.3

Setting details

Unique reference number EY484616 Local authority Nottinghamshire County Council Inspection number 10265299 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 1 June 2017

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Worksop, Nottinghamshire. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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 their evaluation of the childminder. n The childminder and the inspector completed a learning walk together to discuss the curriculum and intentions for children's learning. n The inspector carried out an observation of a planned activity with the childminder. n The inspector observed the childminder's interactions with the children during the inspection and the impact they had on children's learning. n The inspector sampled key documentation provided by the childminder. n The inspector took into account written feedback provided by parents to gain their views.

p.4

Inspection activities

16 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

16 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.

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