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 are settled and develop strong bonds with the childminder. They show that they feel happy and safe in her care, snuggling into her for comfort. They confidently explore their environment and choose from a range of resources available to them. Children have positive relationships with their friends. When they arrive, they hug each other. They socialise with their friends and say, 'I want to play with you.' They enjoy working together to complete puzzles and show pride in their achievements as a team.

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The provision is good

Children have opportunities to spend time outside in the fresh air. They develop their large muscles as they ride around in toy cars. The childminder reminds children to take turns to help them learn how to share. She provides children with resources to encourage them to develop their hand-to-eye coordination. For example, children mix, scoop, tip and pour coloured rice into containers and laugh as it lands. Children are supported to develop their sensory and physical skills as they explore the rice in the large plastic tray. When young children sit below the tray, the childminder encourages them to make connections as they watch the travelling rice with awe and wonder. They squeal with excitement as they watch their friends pour the rice and giggle as they hear the rice falling.

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need to do better?

n The childminder completes observations and assessments on children to plan for the next steps in their development. This helps her to have a clear understanding of what she wants children to learn and to plan activities. As a result, she knows the children well and supports them to make good progress in their development. For example, children are supported to develop their number skills as they count bricks when building. n The childminder plans activities that support children to work together and develop mathematical skills. However, occasionally, children spend too long waiting for activities to start. As a result, children become disengaged. n The childminder interacts with children in a calm and nurturing way, which allows the children to feel secure and ready to learn. Young children babble back and forth with the childminder, helping them learn how to take turns in conversations. However, on occasions, the childminder's language is complex

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need to do better?

and not purposeful enough to fully support children to learn new vocabulary. n The childminder has high expectations for children's behaviour. She supports them to share resources and praises positive and kind behaviour, which the children respond to well. The childminder builds children's self-esteem and confidence when she praises their kindness. n The childminder promotes children's independence. Older children manage their own self-care needs well. The childminder consistently ensures that routines are

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need to do better?

5 April 2023 followed, and children understand why the routines are in place. Children show these routines are embedded and that they learn good hygiene habits through the routines. For example, they automatically wash their hands at mealtimes and encourage their friends to do the same. n The childminder recognises that the COVID-19 pandemic had a negative impact on children's interactions and social skills. To support and close gaps in this aspect of children's development, she takes them on trips to the local library and to the park. On these visits, the childminder supports the children to socialise with a wide range of people and to develop their confidence in their interactions. n The childminder is reflective of the service she provides and accesses training to support her professional development. The childminder focuses on developing her skills to further support children in her care. For example, she completes

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need to do better?

relevant training courses on supporting children's mathematical development in early years. As a result, children make a good level of mathematical progress. n Parents speak highly of the care their children receive. They are well informed about their child's learning and progress. Parents are pleased with the variety of activities on offer and the places children visit with the childminder. They say that the childminder provides a fun, safe and caring environment for children. Parents feel the childminder knows the children well.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibilities for safeguarding children. She has a thorough knowledge of the signs and symptoms of abuse. This includes if a child is at risk of issues such as radicalisation. The childminder knows about reporting procedures and who to contact if she is concerned about a child's welfare. The childminder holds a full and relevant paediatric first-aid qualification. This gives her the knowledge to treat a child's minor medical incident. The childminder undertakes regular checks of her home, indoors and outdoors, to ensure it is safe and secure for children to play.

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should:

n improve the organisation of planned activities to help maintain children's engagement n develop interactions with children to help them extend their vocabulary.

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Setting details

Unique reference number EY321247 Local authority Nottinghamshire County Council Inspection number 10265259 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 31 May 2017

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Information about this early years setting

The childminder registered in 2006 and lives in Worksop, Nottinghamshire. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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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 and inspector completed a learning discussion, including how the curriculum supports children's learning. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation and evidence of the suitability of persons living in the household. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

5 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

5 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

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