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

p.1

The provision is good

The childminder warmly welcomes children into the engaging learning environment she has created in her home. She prioritises promoting children's emotional and social development. Children are happy, comfortable and develop secure attachments with her. They are curious and motivated to learn and demonstrate good self-esteem. The childminder encourages children to make choices about what they would like to play with. She regularly asks them what they would like to do and plans the environment to enable them to safely find resources independently. She recognises the importance of allowing children to continue with their chosen activity to embed learning and so that they can finish their tasks to their satisfaction. Children are kind to each other and invite their friends to share resources in the role play area. They willingly help with tasks such as tidying up the toys.

p.2

The provision is good

The childminder supports children to learn about nature to help them understand the importance of caring for the environment. Her curriculum includes helping children to learn how to grow fruit and vegetables. Children talk about watering plants at the childminder's allotment and they can name the fruit trees in the garden. Children learn about the importance of healthy lifestyles. The childminder provides healthy snacks and meals and children enjoy the produce from the allotment.

p.2

need to do better?

n The childminder knows the children in her care well. She plans activities to support children's development towards their individual next steps. The childminder bases the planning of activities on children's interests to help to engage children in their play. For example, she provides children with a bird house to work together to decorate, encouraging them to share resources and take turns. This supports children's social skills and their ability to work cooperatively with each other. The children's interest in bugs they have seen in the childminder's garden helps to sustain their interest in the activity. n The childminder engages children in lots of conversations through enjoyable role play experiences. Through this creative play, children remain highly focused and build on their growing vocabulary. For example, children talk about having cake with candles for an imaginary birthday party. However, the childminder does not

p.2

need to do better?

support children to count how many slices of cake they need, to develop children's mathematical language as they play. n Children have good opportunities to develop their physical skills. For instance, they routinely accompany the childminder when walking older children to school, and they walk to the local library. The childminder uses her garden to develop physical skills as well as an understanding of nature. For example, younger

p.2

need to do better?

1 March 2024 children learn to balance and climb on equipment and older children practise throwing and catching balls. n The childminder supports children to develop their independence and promotes children's self-care skills well. Children manage and attend to their own personal needs. For example, before eating lunch, they wash their own hands and make choices about what they would like to eat. They choose the filling for sandwiches at lunchtime and decide when they have had enough to eat. n The childminder gives the children instructions and rules to keep them safe. For instance, she reminds them about walking when they are inside, rather than running. However, as she does not explain the importance of not running indoors, children do not learn why these rules are important. n The childminder provides children with experiences beyond those they are used to taking part in. She extends children's understanding of the world in which

p.2

need to do better?

they live. For example, children take a bus ride to a park they have not visited before. The children enjoy talking about buying a ticket to travel on the bus and ducks they saw at the park. n Partnerships with parents are good. Parents are grateful for the nurturing care their children receive from the childminder. They can see the progress their children are making in their learning and talk about how much their children love attending. n The childminder reflects on how she can improve her setting. She maintains her mandatory training and accesses a range of professional development opportunities to improve her practice. For example, she has completed training to learn about how other professionals can help her support children. The childminder talks about now understanding how she can engage other agencies to enable her to fully support children's development. For example, she has learned about talking to health visitors to share her observations of children's

p.3

need to do better?

development so that concerns can be addressed as early as possible.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n enhance the planning of activities to provide children with more opportunities to learn and practise using mathematical language n support children to understand why rules are in place, to make sure that they fully understand how to stay safe and healthy.

p.3

Setting details

Unique reference number EY498579 Local authority Nottinghamshire County Council Inspection number 10312004 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 18 Date of previous inspection 17 April 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Bingham, Nottinghamshire. She operates all year round from 7.30am to 6pm Monday, Tuesday, Wednesday and Friday, except for bank holidays and family holidays. The childminder provides funded early education for two- and three-year-old children.

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 her evaluation of the setting. n The inspector observed a range of play activities in the childminder's home. She considered, with the childminder, the impact of teaching on children's learning and development and discussed children's progress. n The inspector and childminder completed a learning walk around the setting. They discussed how the environment is organised and curriculum planned to support children's learning. The inspector took account of how the childminder completes risk assessments to ensure that children remain safe. n At appropriate times during the inspection, the inspector spoke to the children and the childminder. She also took account of the written views of parents. The inspector observed the quality of interactions between the childminder and the

p.5

Inspection activities

children attending. n A sample of documentation that supports the effective management of the childcare was viewed by the inspector. This included evidence of qualifications, the suitability of the childminder and other household members, and a sample of policies.

p.5

Inspection activities

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

1 March 2024 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