Stevenson, Nicola Diane

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

The childminder warmly welcomes the children into her homely environment. Children are familiar with the routines the childminder implements and show independence, as they take off their shoes and put their lunch bags in the kitchen. They have good levels of awareness and confidence to select play activities that interest them. The childminder reads stories to the children, and they develop their listening and attention skills. They choose books to look at that help develop early literacy skills. The childminder provides puppets and small-world people to help children further develop their imaginations.

p.2

The provision is good

The childminder plays games with the children that explore mathematical concepts. They match the number of bears to the number on a die showing a good understanding of number representations. The childminder skilfully differentiates activities to meet the individual learning needs of children. For example, older children add 'one more', while younger children are encouraged to touch each bear to help them to count.

p.2

The provision is good

The childminder encourages the children to explore the changes the rain has made to the sand as they say, 'It doesn't fall through my fingers because it is too wet'. Children spend lengthy periods of time concentrating on pouring, mixing and scooping the wet sand. They enjoy the sensory experience and use a wide range of vocabulary. Children show a good attitude and are making good progress in their learning.

p.2

need to do better?

n The childminder understands the importance of supporting children's communication and language development. For example, she provides a narrative as children play to support their early understanding of what they are doing. However, during adult-led activities, there are times when the childminder asks lots of questions which only need a yes or no answer and then directs children with instructions. This does not support children's thinking skills or further challenge their understanding. n The childminder seeks a range of information from parents when inducting new children into her setting. She asks about children's care routines, interests and achievements at home. The childminder uses this information to make initial plans for children's learning. She shares ongoing information about how parents can further support their children's learning. In addition to verbal feedback at the end of each day, the childminder sends digital messages to parents and

p.2

need to do better?

invites them to share information about children's experiences at home. Parents comment that their children make 'great progress' with the childminder. These relationships benefit the children.

p.2

need to do better?

3 August 2023 n The childminder plans activities to help children learn about cultural festivals as they happen throughout the year and taste food from different countries. However, children are not consistently taught by the childminder about their own and others' similarities and differences. Nonetheless, children show good levels of respect for each other and visitors to the setting. n The childminder completes first-aid training. This helps her to respond to accidents or injuries appropriately. She implements risk assessments to ensure that the environment is safe, inside and outside. In addition, she has detailed fire evacuation plans and regularly checks her fire safety equipment to ensure it is suitable for use. However, she does not regularly practise the fire evacuation procedure with children who are new to the setting so that they know how to keep themselves safe in the event of a fire. n Children learn to behave well. The childminder teaches children good manners

p.2

need to do better?

and encourages them to share their toys with each other. The children help tidy up their play space before they go to play outside. They say, 'Sharing is caring' and 'Kind hands', and they are polite, happy to share, take turns and play harmoniously alongside each other. n The childminder develops relationships other childminders and with other early years professionals in the local area. For example, the childminder works with teachers at the local school to develop her curriculum for mathematics. Consequently, she has a clear understanding of the sequencing of mathematics and what she wants children to learn. The childminder undertakes ongoing training, which helps her to keep her knowledge and practice current.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of child protection and local safeguarding concerns. She recognises the signs a child may be at risk of harm. The childminder knows who to contact to seek safeguarding advice and how to raise and follow up on any potential issues. She has a robust safeguarding policy, which includes what to do if allegations are made against herself or a household member. This policy is available to parents. The childminder ensures she has an up-to-date knowledge of safeguarding as she attends relevant courses. The childminder conducts risk assessment of outings and helps children to learn to keep themselves and others safe. For example, children know to stop and look for cars before crossing the road.

p.3

should:

n use questioning techniques more precisely and allow children enough time to think and respond to questions asked to support their thinking, communication

p.3

should:

3 August 2023 and language skills further n build on children's understanding of diversity and the similarities and differences between themselves and others n develop a more consistent approach to practising fire evacuation procedures, particularly with children who are new to the setting.

p.3

Setting details

Unique reference number 252840 Local authority Nottinghamshire County Council Inspection number 10289383 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 23 November 2017

p.5

Information about this early years setting

The childminder registered in 1993 and lives Balderton, Newark. She operates all year round, from 7.30am to 6pm, Tuesday to Friday, except for bank holidays and family holidays.

p.5

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 setting. n The childminder showed the inspector areas of the premises used for minding and discussed her intentions for children's learning. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector reviewed documentation including the childminder's paediatric first-aid qualification. n The childminder discussed children's progress with the inspector. n The inspector took account of the written views of parents.

p.5

Inspection activities

3 August 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.5

Inspection activities

3 August 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.6

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.7

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.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7