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

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The provision is good

The childminder takes an interest in children's lives, talking to them about recent holidays they visited. She asks a good range of questions to encourage children to think and remember past events. This helps children to feel secure and valued in her home. Children take books to the childminder to read to them. They sit and listen well when the childminder asks younger children to feel different textures on the pages, supporting their sensory development. Older children learn descriptive words when they feel different textures, such as 'fluffy' when they touch pretend fur. When children touch the pages in the book, the childminder reminds them to take turns, helping to promote positive behaviour.

p.2

The provision is good

Children have opportunities to develop the muscles in their hands in preparation for writing skills. For example, younger children copy the childminder when she shows them how to press shapes onto a magnetic board to make marks. The childminder shows older children how to use large toy tweezers to pick up small objects. When children pick up a small toy dinosaur, they say, 'I did it', showing pride in their achievements. Children are supported to recognise numbers in their play. For instance, when they identify numbers incorrectly, the childminder helps them to understand the correct number.

p.2

need to do better?

n The childminder takes children to local attractions in the community to aid their learning. This includes taking them to farm parks where children see and learn about different animals. Children begin to copy the sounds that different animals make, supporting their speaking skills. n When children first start attending, the childminder asks parents to share information about children's abilities. She uses this to help identify how to support children to progress in their development. This includes helping younger children to develop their self-care skills during mealtimes. For example, she plans activities to help them learn how to scoop by using a spoon. This contributes to their understanding of the skills they need to use a spoon to feed themselves. n The childminder gives parents information about how to promote oral hygiene with their children at home. She helps children to learn how to clean teeth. For

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need to do better?

instance, she offers them activities to brush dirty marks off pretend teeth. n The childminder has rules and boundaries in her home to help children understand what is expected of them. These include reminding them to sit around tables when they eat food. This contributes to making this a sociable time where children talk to each other and to promoting their safety, such as to help avoid them from choking. n The childminder helps children to learn about similarities and differences in

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need to do better?

12 August 2024 people. For example, when children see people with disabilities in the street, she talks to them about some people not being able to walk and needing help. n The childminder supports children to be developmentally ready for their move on to school. For example, she provides them with a step, so they can reach the sink to wash their hands independently, promoting good hand hygiene routines. However, when children move on to school, the childminder does not share information with teachers about children's care or learning. This will help to provide more consistency for supporting children's development. n The childminder attends webinars that helps her identify how to follow children's interests more in their play. She finds that this helps children to be more engaged in their learning. For example, when children show an interest in rolling toy cars down guttering, she provides them with balls, so they can do the same.

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need to do better?

Younger children show excitement and clap their hands as they watch the balls roll down. They repeat this action several times, helping them to experiment and learn about why things happen. n The childminder shares information with parents about children's achievements. She sends them photos of activities that children engage in. This helps to keep them informed about their children's day. However, the childminder does not seek parents' views and ideas about how to develop her good practice. This will help to involve parents in identifying how to raise outcomes for children even further.

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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.

p.3

should:

n share information with school teachers about children's care and learning when they move on to school n strengthen partnerships with parents and seek their views and ideas about how to develop good practice and outcomes for children even further.

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Setting details

Unique reference number 2756881 Local authority Nottinghamshire County Council Inspection number 10349408 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 9 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Bilsthorpe, Nottinghamshire. She operates all year round, from 7am to 4pm, 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. She works occasionally with an assistant.

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 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.

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Inspection activities

12 August 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

12 August 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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