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

The childminder has a nurturing approach to her teaching, which promotes children's emotional security, well-being and personal development. She plays alongside children, closely supporting their social interactions and involvement in play. When children start to become frustrated because they come across challenges in what they are doing, the childminder is quick to offer reassurance and encouragement. This promotes children's resilience and builds their confidence and self-belief. Children are developing a 'can-do' attitude to their learning.

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The provision is good

Children are provided with activities that support them to build on what they know and can do. They enjoy a game where they take turns to catch fish with a magnetic rod. The childminder knows this activity will support children's developing hand-to-eye coordination and dexterity as they carefully position the rod to attach a fish. Children's concentration grows as they continue in their play and achieve the task. The childminder shows children how to share the number of fish equally so that each child has some to play with. This introduces mathematical concepts to children, such as quantity. The childminder is teaching children skills that they can use to navigate the game independently in cooperation with others.

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need to do better?

n The childminder uses effective teaching strategies to help children learn new skills. For example, she demonstrates to children how magnetic shapes can be positioned to construct a sturdy structure. Children watch, and then copy. They use the same techniques and build a 3D shape. The childminder offers lots of praise, which motivates children to continue in their play and learning. n The childminder takes children on outings to further their learning and development. They visit local parks, where children develop skills, such as climbing and balancing using large apparatus. The childminder plans trips to toddler groups, where children can practise using their developing social skills with children of a variety of ages. The childminder considers what children need to learn next when deciding where to take children to enhance the curriculum. n The childminder regularly involves parents to make sure her assessment of

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need to do better?

children's learning and development is accurate and to share information about children's progress. She asks for their input when children first start so she can quickly establish what children already know and can do. The childminder invites parents to contribute to the statutory progress check of children aged between two and three years. This helps the childminder know what children are like at home and supports parents' understanding of their child's development. n The childminder makes sure that learning is happening throughout all aspects of a child's day. At snack time, she encourages children to cut their own banana and peel their own satsuma. Some children need help, but the childminder's

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need to do better?

12 March 2024 patience and encouragement allow children the opportunity to prepare their fruit successfully. Through this activity, children's independence grows, which is preparing them well for their onward educational journey. n For the most part, the activities that the childminder provides for children are age-appropriate, fun and interesting. However, on occasion, she pitches activities at a level beyond children's capabilities. For example, she encourages young children to trace their names when they have not yet learned how to hold a pen correctly. n The childminder understands that children's behaviour is closely linked to their personal, social and emotional development. She plans activities where children learn to take turns and share. The childminder has correctly identified this area of learning as a focus in her curriculum currently. However, sometimes she does not explain clearly enough what children need to do to get along well with

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need to do better?

others. n Children enjoy playing outside. The childminder closely supervises and supports children when they take risks in their play and makes sure they stay safe. For example, she explains to children that the slide will be very slippery because it is wet. The childminder allows children the opportunity to learn what happens as they slide down at speed, but she remains close and holds the hands of the youngest children to prevent any accidents.

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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 make sure that all the activities on offer to children are age-appropriate and support their stage of development n support children's social development even more by explaining clearly and consistently what they can do to get along well with others.

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Setting details

Unique reference number EY498600 Local authority Nottinghamshire County Council Inspection number 10312199 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 10 Date of previous inspection 23 April 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Mapperley, Nottingham. She operates all year round from 8am until 5pm, Monday to Wednesday and on Friday, except for bank holidays and family holidays. The childminder offers 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 she ensures that they are 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 early years curriculum. 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 the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector read reviews written by several parents during the inspection and took account of their views.

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Inspection activities

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

12 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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