Childminder in Nottingham

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are inquisitive and eager to explore the activities the childminder plans. They are intrigued as they use their senses to explore jelly. The childminder models language effectively and poses questions to help children consider how the jelly feels. Children's vocabulary is widened as the childminder introduces words, such as wobbly, slimy and sticky. As children fill up and tip jelly from a container, the childminder introduces concepts, such as full and empty. Children enjoy this activity and happily sing, 'Let's tip it out, plop, let's fill it up' as they practise emptying and filling.

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The provision is good

Children develop skills for the future. For example, the childminder encourages children to wash their hands independently. Together, they sing a handwashing song, helping children to develop handwashing skills. The childminder involves older children in preparing snacks and teaches them how to use a knife safely. She uses clear and simple instructions to help children understand where to place their hands when cutting fruit. The childminder is vigilant about safety and reminds children to sit down when using a knife.

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The provision is good

Children are supported to behave well. The childminder leads by example with kind and respectful interactions. Children are polite and courteous. For instance, they use their manners when asking for help and thoughtfully thank the childminder afterwards. The childminder explains when an activity is due to end, helping children to adjust to routine changes.

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need to do better?

n The childminder uses her knowledge of each child to plan meaningful and inviting activities. She skilfully focuses her teaching on what children need to learn next and any gaps in development. This helps children to make the best possible progress. n The childminder helps children to feel secure and settled in her care. For example, she provides flexible and individualised settling-in sessions for new children. This helps to build children's confidence in their new environment. The childminder's interactions are kind and considerate. For instance, when changing nappies, she provides explanations and one-to-one engagement to help children feel comfortable. n The childminder promotes children's communication skills. For example, she uses simple signs along with the spoken word. This helps children who are not yet talking to understand and make their needs known. The childminder provides children the time to listen, think and respond to her interactions. She uses

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need to do better?

stories, songs and ongoing commentary to provide children with a language-rich environment.

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need to do better?

6 June 2024 n The childminder regularly shares information with parents about their child's achievements and assessments. This includes sharing the progress check for children aged between two and three years. As such, parents report that they feel well informed about how children are progressing. They have high regard for the childminder and comment on the secure attachments that children have formed with her. n Children's emotional development is supported well by the childminder. For example, when reading a story, the childminder encourages children to consider how the characters in the book may be feeling. Children are encouraged to talk about their feelings and emotions. For instance, when children reflect on past experiences, the childminder asks them how this made them feel. n The childminder completes statutory training, such as safeguarding and first aid. This ensures her mandatory knowledge, and skills remain up to date. She carries

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need to do better?

out research, related to areas of interest and the specific needs of children. n The childminder helps children to understand her expectations and routines. For example, she reminds children to take off their shoes when coming into the home. Children show a positive attitude to developing their skills. For example, when children place their shoes back on, they listen and think as the childminder asks if they have their shoes on the correct feet. Children show perseverance and resilience as they complete this task. n Overall, the childminder promotes children's good health. Children enjoy a range of nutritious food. The childminder ensures that children's dietary requirements are identified and met. She provides many opportunities for children to benefit from outdoor physical play. However, information regarding promoting children's health and oral hygiene is not always shared with parents consistently.

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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 partnerships with parents to share more information about promoting children's health and oral hygiene.

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Setting details

Unique reference number 2663140 Local authority Nottingham Inspection number 10335386 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 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and is located in Nottingham. She operates all year round, from 7.15am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. 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 inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. 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

6 June 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

6 June 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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