Harris, Natalie Louise

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

Children demonstrate positive relationships with the childminder, showing that they feel confident and safe in her care. For instance, they go to her during their play for cuddles. Children are supported by the childminder to share toys. For example, the childminder asks children to take it in turns to blow bubble mixture. Children run and squeal with excitement as they try to catch the bubbles as they float in the air. Children learn how to be kind to animals. For example, the childminder shows children how to stoke her dog gently. She helps children to understand the importance of asking dog owners before they can stroke their dogs, promoting their safety.

p.2

The provision is good

Children have opportunities to develop their physical skills. They use the muscles in their hands when they roll toy cars in paint to make marks on paper. Outdoors, the childminder offers children ride-on toy cars and scooters, helping to develop their balance and coordination. Children show a love of books and are excited to select ones to take to the childminder to read. They are supported to make connections between what they see in books and events in their lives. For example, the childminder shows children digger machinery in books and talks to them about building work being undertaken near their house.

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need to do better?

n The childminder gathers information from parents about children's abilities when they first start. She uses this with her own observations and assessments to help identify what children need to learn next. For some children, this includes supporting their communication and language development. For example, the childminder sings nursery rhymes with children to encourage their speaking skills. n The childminder helps children to develop their confidence and social skills. For instance, she takes them to meet with other childminders and their minded children and to toddler groups. This provides children with opportunities to build relationships with others. n The childminder identifies and makes changes that have a positive impact on children's safety and learning. For example, she has erected large gates to the front of her property to allow children a safe space to ride on toys. The childminder purchases equipment that enables children to be more physically

p.2

need to do better?

active indoors. n The childminder has rules and boundaries in her home, reinforcing these with children, when needed. Children listen and follow her instructions. For example, when they have finished painting, they wait patiently until it is their turn to wash their hands. n The childminder encourages children to be creative. One example of this is when

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need to do better?

21 March 2024 she offers them opportunities to explore paint. Older children learn how colours can be mixed, such as red and yellow to make orange. Younger children feel the texture of paint on their hands and face. n Children are excited to join activities that the childminder plans for them. However, sometimes, the childminder does not support children to build on what they already know. For example, when the childminder asks children to recognise certain shapes, such as a circle and square, children already know the answer. n The childminder helps children to learn skills for their move on to school. This includes encouraging them to be independent. For example, the childminder supports children to wash their hands by themselves and asks children to try to put on their shoes and hats before playing outdoors. n The childminder shares information about activities that children enjoy with parents. However, she does not offer all parents ideas and suggestions about

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need to do better?

how they can continue to support their children's learning at home. This will help to provide consistency in their learning. n Parents say that the childminder is fun, kind and loved by them all. They appreciate that their children are made to feel part of her family. n The childminder helps children to understand how they can keep themselves safe. For example, she blows a whistle to alert children to a practise fire drill. This helps them to understand how to evacuate the home in the event of a fire. The childminder talks to children about stopping, looking and listening before identifying when it is safe to cross roads.

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 strengthen interactions during planned activities to help children to build on their knowledge of shapes n give all parents ideas and suggestions about how they can continue to support their children's learning at home.

p.3

Setting details

Unique reference number EY403804 Local authority Nottinghamshire County Council Inspection number 10312339 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 10 Date of previous inspection 26 April 2018

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Information about this early years setting

The childminder registered in 2010 and lives in Collingham, Nottinghamshire. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, 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 has 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 and the inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

21 March 2024 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

21 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

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