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 Outstanding

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The provision is good

Older children are supported to understand what makes them unique and to identify similarities and differences between themselves and others. For instance, when children look at books that show images of people, the childminder points to the different coloured skin and hair they have. She explains that some of the people are tall and some are short. This results in children telling the childminder that their hair is golden.

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The provision is good

Children are keen to join activities the childminder plans for them. This includes providing a painting activity, where children have opportunities to be creative. The childminder asks children to share the paint they use, which they do willingly. Younger children let the childminder paint their hands, enabling them to feel the texture, promoting their sensory development. They press their hands on paper and smile at the childminder when they see the result. Older children develop their understanding of how colours can be mixed. When they add green paint to yellow coloured water, they tell the childminder that they have made green. To clarify children's learning, the childminder asks them to remember what colours they used, helping to secure their understanding of the process.

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need to do better?

n The childminder offers children choices during their play. This includes asking them if they want to look at a book or use the singing bag. This helps children to make independent choices about what they want to do. When children choose a singing bag, the childminder asks them to take it in turns to choose toys that represent songs that she sings. This contributes to children's understanding of how to share. n Children show an enjoyment of looking at books with the childminder. They use props to support their understanding of the story. The childminder uses different tones in her voice and asks children to lift flaps on the pages, helping to maintain their attention. Children sit and listen well. n Parents say how they appreciate the childminder working in partnership with them to meet their children's toileting needs. The childminder shares photos and information about children's achievements with parents. This helps to keep them

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need to do better?

informed about their children's day. n The childminder encourages children to follow their interests. For example, when children take an interest in writing their name, the childminder supports older children to do this. However, she does not use her knowledge of children's abilities precisely enough to inform the implementation of activities to help children make the very best rates of progress, such as with their mathematics skills. n The childminder offers children a nutritious range of food and drinks to help

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need to do better?

3 September 2024 promote a healthy diet. She supports children's self-care skills when they eat. This includes working with parents to encourage younger children to use a spoon. For instance, she reminds children to hold onto a yoghurt pot in one hand and a spoon in the other to help them learn how to feed themselves. n Overall, the childminder supports children's communication skills well. For example, she holds conversations with older children to encourage them to remember past events. When children look at photos of paintings they did previously, children tell the childminder that it was a mermaid. However, the childminder does not fully help younger children to build on their speaking skills. For instance, when she identifies that they need to learn how to put two words together, she does not support them to do this. n The childminder makes changes to her provision to improve outcomes for children. For example, she offers children more natural resources to play with,

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need to do better?

such as sticks and stones when they play with dough. This is to encourage children to use natural resources to help develop their imagination. n Children are supported to develop their social skills and confidence before they move on to school. For instance, the childminder takes them to playgroups to provide them with opportunities to mix and interact with children of different ages.

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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 use knowledge of children's abilities to inform more precisely the implementation of activities to help children make as much progress as possible n build on knowledge of how to offer younger children further opportunities to build on their speaking skills.

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Setting details

Unique reference number EY494331 Local authority Nottinghamshire County Council Inspection number 10362914 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 5 Date of previous inspection 19 October 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Watnall, Nottinghamshire. She operates all year round from 7.30am until 5.30pm, Monday to Thursday, except for bank holidays and family holidays. She provides funded early education for children age nine months upwards. The childminder holds an appropriate level 3 qualification.

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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 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

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

3 September 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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