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 enjoy their time in the childminder's home. They develop independence skills as they take their shoes and coats off on arrival. The childminder supports children by encouraging and praising them, helping to raise their self-esteem. Children confidently explore the welcoming and safe environment the childminder provides.

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The provision is good

Children learn to play together. The childminder helps them understand how to share the toys. Children select toys based on their interests that the childminder has provided for them. They are helped to recognise familiar characters and learn to count as they sing songs and rhymes. The childminder helps children to recognise numbers as she counts with them as they sing about speckled frogs.

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The provision is good

Children are helped to squash and squeeze play dough and use cutting tools. The childminder continuously supports children as they play. She helps children build the muscles in their hands in preparation for writing. The children access a wide range of books that the childminder provides. They snuggle in as she reads familiar stories. Children learn to use their listening skills as they learn about the characters in the story and point and name the different characters they find.

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need to do better?

n The experienced and knowledgeable childminder gathers information from parents before children start. She has constructed a curriculum that is ambitious, and considers the interests of the children attending her setting. She builds on what children know and can already do. The childminder carefully considers the children's next steps, as she provides enticing activities and relevant resources that help children to progress rapidly in her care. n The childminder supports children as they play imaginatively. Children push toy dustbin lorries along as they pretend to pick up litter. However, at times, the childminder does not always consider how to extend children's speech during spontaneous play. For example, when children talk, the childminder does not always help them build on words they already know or provide new ones for them to learn. This means that children's emerging vocabulary skills are not

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need to do better?

always supported as well as they could be. n Parents speak favourably about the care and support the childminder offers their children. They comment that the 'considerate and compassionate' childminder builds good relationships with the children and that the children 'adore her'. Parents receive regular updates on their children's progress. The childminder encourages parents to share information about the activities children enjoy at home. This helps the childminder learn more about each child. n Children enjoy a wide range of activities that the childminder provides. However,

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need to do better?

13 March 2024 at times, children's spontaneous interests to explore outdoors are not always followed. For example, when children show an interest in playing in the garden, the childminder distracts children with an indoor activity. This results in children not always benefiting from meaningful learning in the outdoor environment. n The childminder is warm and gentle in her approach. She provides children with reassurance and cuddles when they require comfort. The childminder understands children's care routines and ensures these are followed from home. Children understand daily routines and learn to anticipate what will be happening now and next. n The childminder is a good role model. She gently reminds children to use their manners and encourages children to share. The childminder sets out clear expectations for children's behaviour. She involves children in creating 'golden rules' to use in her setting. These rules remind children to be kind and

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need to do better?

considerate to others and care for the environment. n The childminder attends a wealth of early years courses to ensure her knowledge and understanding are up to date. For example, a recent course on child development helped the childminder to understand the importance of identifying next steps to help children progress. She shares ideas and good practice with other childminders in her area. The childminder places emphasis on continuously improving and enhancing her teaching practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n strengthen skills to support children's vocabulary during play n strengthen teaching outdoors to maximise children's learning across all areas of the curriculum.

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Setting details

Unique reference number EY499324 Local authority Nottinghamshire County Council Inspection number 10316788 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 18 Date of previous inspection 22 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Ruddington, Nottinghamshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She 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 childminder. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been

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Inspection activities

implemented and the impact that this had on children's learning. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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.

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Inspection activities

13 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.

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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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