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 Not applicable

p.1

The provision is good

Children are supported by the childminder to listen and follow instructions. This includes asking them to help tidy away toys when the routine of the day changes. Older children manage to do this by themselves. The childminder gives younger children directions, such as asking them to put specific toys in allocated spaces. This helps them to focus and participate. Children's behaviour is managed well by the childminder. For instance, when younger children begin to throw sand, she gives them objects to hold in both hands. This helps to divert their attention away from throwing as she plays alongside them.

p.2

The provision is good

Children show that they enjoy playing in the garden. Younger children are encouraged to reach up high, developing their physical skills when the childminder blows bubble mixture and asks them to catch the bubbles. Older children ride on toys, showing good coordination as they use their feet to pedal. Children are encouraged to develop a love of books. The books provided are age-appropriate to maintain their interests. Younger children copy the childminder when she models touching different textures on the pages. Older children copy familiar phrases that the childminder reads, showing their knowledge of familiar stories and their language skills.

p.2

need to do better?

n The childminder and her co-childminder reflect on the environment they offer children. They make changes, such as removing the amount of toys available for children. This contributes to children focusing and engaging more in their play to support their learning. For instance, younger children select and shake bottles that have objects inside. They are inquisitive as they explore and watch how the objects move. n Children copy the childminder's actions, helping them to solve problems in their play. For instance, when younger children struggle to place a toy sweeping brush into a hole to put it away, the childminder shows them how to do this first. This encourages children to remove the brush and try again themselves. n When children first start attending, they are offered settling-in visits to help them become familiar with the childminder, her co-childminder and the environment gradually. However, the childminder does not seek information from

p.2

need to do better?

all parents about their children's prior abilities on entry. This will help her to plan more precisely for their development. n The childminder's curriculum is individual to each child, focusing on what each child needs to learn next to help them develop. This includes supporting younger children to develop their communication skills. For example, the childminder uses repetitive words such as 'stomp, stomp, stomp' when children move toy penguins in sand. For older children, she uses words such as 'squidgy' to

p.2

need to do better?

23 July 2024 describe pretend seaweed for children to copy. n The childminder knows the children well and their individual emotional needs. For example, when children need space and time by themselves, she provides them with a comfortable area where they can go to regulate their emotions. Children begin to manage these times themselves, going into these spaces when they need calm and to be away from others. n Children are supported to learn skills in preparation for school. This includes encouraging them to manage their self-care skills and to share. Children wash their hands, using a step provided by the childminder that enables them to reach the sink, promoting hand-hygiene routines. Children are supported to take it in turns to wash their hands, promoting positive behaviour. n The childminder talks to parents daily and shares written reports with them that show their children's development. Parents are supported by the childminder to

p.2

need to do better?

continue their children's learning at home. This includes developing the muscles in their hands in preparation for writing when they move on to school. However, when children move on to school, the childminder does not share information with teachers about children's care and learning. This will help to provide consistency for children when they move on.

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 seek information from all parents about their children's abilities on entry to help plan more precisely for their learning n share information about children's care and learning with school teachers when they move on.

p.3

Setting details

Unique reference number 2675773 Local authority Nottinghamshire County Council Inspection number 10350751 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 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2022 and lives in Arnold, Nottinghamshire. She operates all year round from 8am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children. The childminder holds an appropriate level 3 qualification.

p.4

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 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, 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 and her co-childminder. She reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

p.5

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.

p.5

Inspection activities

23 July 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6