Childminder in Nottinghamshire

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 they feel safe and secure in the childminder's care. They develop strong bonds with the childminder and her family. Children respond well to the childminder's compassionate nature. When they are upset and tired, the childminder gives them reassuring cuddles and they settle quickly. This promotes children's emotional well-being and helps them develop positive attachments.

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The provision is good

Children display a positive attitude to learning. They make independent choices about their play in this well-resourced learning environment. They freely choose toys from the shelves, sharing these with the childminder and visitors. Children seek out the childminder to engage her in their play. They enjoy filling up the wooden train with sticks and listen intently as the childminder counts how many they have. Children babble and make good attempts at copying the childminder as she counts. This supports their early mathematical development.

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The provision is good

Children enjoy daily outings to help support their good health through physical exercise and to widen their experiences. For example, they visit local parks, soft- play areas and farms. They also explore different types of transport, travelling on buses and trams. These opportunities help children learn about the world around them.

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need to do better?

n The childminder knows children and their families well. She supports children during their settling-in sessions and works effectively with parents to gather information about what they know and can do already. The childminder uses this information, along with her own regular assessments, to plan for and enhance children's learning experiences. Children make good progress from their starting points. n The childminder plans a curriculum that considers the children's stages of development. She has a clear vision of what she wants children to know and achieve by the time they leave her care. The environment is inviting and well resourced. Activities are planned to move children's learning forward, using their next steps as a focus. However, occasionally, the childminder does not focus precisely enough on what it is she wants children to learn from structured activities to help them make the best possible progress.

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need to do better?

n The childminder understands how to support children's physical development effectively. When young children learn to stand up, she carefully plans activities at different levels to encourage them to stand and play. Older children are given opportunities to develop their fine motor skills by using water sprayers in the garden and taking part in 'dough disco'. n Children's language and communication development is supported through

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need to do better?

3 April 2023 meaningful conversations with the childminder. She describes what children are doing as they play and introduces new words to build on their developing vocabulary. As young children babble, the childminder responds to what they say and engages in back-and-forth communications. This helps children learn how to take turns in conversations. n Children benefit from the vast array of outdoor activities they undertake with the childminder. For example, they visit different areas in their local community and this provides them with opportunities to meet with a wider social group. Children celebrate different festivals, such as Chinese New Year and Easter. However, the childminder does not consistently provide children with rich and varied resources and experiences to help them learn about the lives of others beyond their own community. n The childminder completes all mandatory training and attends other courses to

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need to do better?

support her continued professional development. She reflects well on her practice and is embedding her ideas from training to support children's development. For example, after completing a course on early mathematics, the childminder identified different ways to incorporate number, shape and space into everyday activities. n Parents speak highly of the care their children receive. They state that their children have made good progress since attending the setting, particularly commenting on the improvement in their confidence. Parents report that the childminder provides a clean, welcoming and well-organised home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of safeguarding. She knows the signs and symptoms of abuse and understands what she must do should she have any concerns about children's well-being. Suitability checks are in place for all adults living at the family home and the childminder is aware of what to do should allegations be made against her or a household member. The childminder completes risk assessments of her home to ensure that it is a safe place for children to attend. She ensures that children are supervised at all times when around the family dog and teaches children about animal safety.

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should:

n develop clear learning intentions for structured activities to extend children's learning further n build on current practice by providing children with more rich and varied experiences to help them to learn about different cultures and the world they live in.

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Setting details

Unique reference number EY489220 Local authority Nottingham Inspection number 10280550 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 10 Date of previous inspection 24 August 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Nottingham. She operates all year round, from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder 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 provision. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has on children's learning. n The childminder provided the inspector with key documentation on request. n Parents provided the inspector with written feedback on their views of the setting. n The inspector observed the childminder and children during an adult-led activity and assessed the impact this has on children's learning. The inspector and the childminder reflected on a learning experience for children. n The inspector observed the interactions between the childminder and the children.

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Inspection activities

3 April 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.

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Inspection activities

3 April 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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