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 knock on the door, keen to start their day at this caring childminder's home. Other children rush over to see their friends arrive, greeting them with hugs and smiles. Children confidently explore the stimulating learning environment. They show real pleasure and excitement as they find toy dinosaurs. Children use their imagination as they play. They make roaring noises and hide dinosaurs as part of their game. Children work together to organise coloured dinosaurs into bowls. They tell each other, 'This is orange and that is purple.' The childminder questions children to extend their play. She asks, 'How many yellow dinosaurs have you got?' She entices children to use tweezers to pick up small objects. Children cheer with delight when they master the skill.

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The provision is good

Children show good attitudes to learning. They lead their own play and show good levels of concentration on activities of their choosing. Younger children become engrossed in choosing and arranging pretend food on plates. They match lids on teapots and find 'bread' to put in toy toasters. They show pleasure as they play, telling the childminder, 'Dinner is ready'. The childminder gives children warning of when activities need to finish. This allows children to complete their games to their own satisfaction.

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need to do better?

n The childminder has warm, trusting relationships with children in her care. Children enjoy spending time with her and show that they feel safe and happy. The childminder supervises children closely and is quick to notice when they appear hungry or thirsty. She helps children to formulate and express their opinions. For example, children vote for which fruit and vegetables they would like to eat. n Children thrive because the childminder sets clear boundaries and expectations. She uses every opportunity to model how to share toys and use good manners. Children say please and thank you at mealtimes, without being prompted. They show high levels of respect and consideration. For example, children are quick to notice when their friends need a spade and bucket during water play. They say, 'I will get you one' and 'You are welcome.' n Children's good health is promoted. The childminder provides healthy, home-

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need to do better?

cooked snacks and lunches. She ensures children have daily opportunities to play in her garden. Children use slides and see-saws and scoop water into containers. The childminder organises games to develop children's physical strength and balance. She uses bubble wands and encourages children to jump up high to pop the bubbles. n The childminder plans an interesting curriculum based on children's interests. This helps her to plan activities that she knows children will engage with. She

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need to do better?

23 August 2023 monitors children's progress through regular observations and networks with other childminders to share good practice. As a result, children make good progress. n The childminder encourages children to do things by themselves to aid their growing independence. Children feed themselves using knives and forks and wash their own hands. When children get ready to play outside, the childminder asks, 'Can you find your shoes?' n Children's communication and language is supported well. The childminder narrates children's play and models good conversational skills. She asks children a range of open-ended questions and allows them time to formulate their answers. For example, children play with dolls. The childminder asks, 'Where are you going with your baby?' She introduces new vocabulary as children play. She uses the words 'spiky' and 'bumpy' as children investigate toy dinosaurs. n The childminder demonstrates integrity in everything she does. She shows a

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need to do better?

genuine enjoyment of working with children. She forms close relationships with parents and values their regular feedback. Parents speak very positively of the childminder. They say she provides the 'best care' and that they would be 'lost' without her. Parents comment that their children are 'flourishing' and love attending. n Children enjoy planned opportunities to make marks. They dip paintbrushes in water and make patterns on paths. However, children cannot always freely access mark-making resources themselves. This hinders their spontaneous creativity as part of their own play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of safeguarding the children in her care and she ensures her safeguarding knowledge is up to date. She can share her understanding of the signs and symptoms of abuse and understands her responsibility to report concerns, including any allegations. She knows how to share timely and appropriate information with other professionals to ensure that children receive the help they need. The childminder regularly risk assesses her home to ensure it remains safe and suitable for children.

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should:

n strengthen creative and mark-making opportunities to enable children to explore and develop their own creative ideas.

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Setting details

Unique reference number 252928 Local authority Nottinghamshire County Council Inspection number 10295295 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 20 Date of previous inspection 11 December 2017

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Information about this early years setting

The childminder registered in 1984 and lives in West Bridgford, Nottingham. She operates all year round from 7.15am to 5.15pm, Monday to Friday, except for bank holidays, Christmas 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 setting. n The childminder talked to the inspector about what she wants children to learn and how the curriculum is planned. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n Children talked to the inspector about the activities they were doing. n Parents shared their views of the setting with the inspector. n The inspector looked at a range of documentation on request.

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Inspection activities

23 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.

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Inspection activities

23 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.

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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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