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 are settled in the care of the calm and nurturing childminder. The childminder builds close positive relationships with children helping them to feel safe and secure. Children comfortably approach the childminder for comfort or reassurance. For example, they seek cuddles with the childminder when they first meet unfamiliar people or when tired. Children enjoy the childminder's company and eagerly involve her in play.

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The provision is good

Children show curiosity and interest in the learning environment provided by the childminder. The childminder plans activities based upon the needs and interests of children. For example, she knows some children have an interest in animals and provides books, animal figures and masks to further this interest. Children learn routines, such tidy up time. The childminder supports this through encouragement and models how to put the toys away. She praises children for their efforts, helping to raise their confidence in the completion of this task.

p.2

The provision is good

Children's sense of self and belonging is promoted well. For instance, the childminder displays photos of children and their families in the home and fondly shares these with children. Young children giggle with delight as the childminder encourages them to recognise their reflections in the mirror. This helps children to feel valued and respected.

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need to do better?

n The childminder knows children well. She works in close partnership with parents to identify children's starting points. The childminder regularly shares photos and updates about children's developmental progress with parents. She discusses children's next steps and how these can be supported. This helps to provide a consistent approach to children's learning. n The childminder promotes children's developing vocabulary through songs and singing. She uses repetition and modelling to help children to learn and remember words. For example, children say, 'Woof woof,' when they see a dog in a book, the childminder replies, 'Yes, it is a dog,' and repeats, 'dog.' n The childminder supports children's independence skills. For example, at mealtimes young children are encouraged to clean their hands and feed themselves. The childminder makes use of low-level drawers to help children freely select activities of interest. This supports the development of children's

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need to do better?

self-help skills. n Overall, the childminder's interactions when she manages children's behaviour is positive. For example, she provides additional resources for younger children to reduce potential conflicts when they want to play with similar toys. However, occasionally, the childminder does not help children to understand their own and

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need to do better?

21 May 2024 others' feelings. For example, when children struggle to share, she does not always help them to understand how others may feel. n Children enjoy healthy snacks and nutritious home cooked meals provided by the childminder. The childminder ensures that children have access to fresh drinking water throughout the day. This promotes children's good health. n The childminder provides opportunities for children to develop their physical skills. For example, she provides activities at different heights, helping young children to develop their core muscles and strength. Children use their large muscles as they reach up high to pop bubbles blown by the childminder. Children's hand eye co-ordination and small muscles are developed as the childminder encourages them to turn the pages of books. n Parents and carers have high praise for the childminder. They report that she takes excellent care of children and that they thrive in her care. The childminder

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need to do better?

helps parents to feel involved. Parents state that they appreciate the childminder's open communication and regular updates about children's care, learning and development. n Children benefit from regular outings in the local community. For example, the childminder takes children to play groups and the library. This helps to widen children's experiences and promote their social skills. n The childminder receives support and sector updates from local childminders. She attends mandatory training to keep her essential knowledge up to date. Nevertheless, the childminder does not always target her professional development to where it is needed most. to support the childminder's confidence and strengthen outcomes for children.

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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.

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should:

n strengthen interactions to help children to understand their own and others' feelings and emotions n focus professional development opportunities more precisely to further enhance practice and outcomes for children.

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Setting details

Unique reference number EY501366 Local authority Nottinghamshire County Council Inspection number 10335424 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 3 Date of previous inspection 14 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Sutton-in-Ashfield, Nottinghamshire. She operates all year round, except for bank holidays and family holidays. Opening times are from 7.30am to 5.30pm, Monday to Thursday and 7.30am to 2.30pm on a Friday. The childminder holds an appropriate qualification at level 3.

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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 inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector carried out a joint evaluation of an activity with the childminder. n Written feedback from parents was reviewed by the inspector, who took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

21 May 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 May 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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