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

p.1

The provision is good

Children show they feel at ease in the childminder's home as they explore their own interests and know where to find toys they want to play with. The childminder ensures that she has activities ready for children that she knows will spark their interest. She uses her knowledge of what children need to learn next as well as their interests to extend their learning.

p.2

The provision is good

Children are very articulate, and they have a good understanding of how to use the wide vocabulary they have learned with the childminder. They join in conversations with the childminder, and they can clearly express their views and ideas. For example, children ask the childminder if they can play on the swings. The childminder facilitates their play choices and stands close by to make sure they are safe.

p.2

The provision is good

Children behave well and have a positive attitude to learning. For example, they concentrate well as they sort coloured toy bears into matching coloured cups. Children are curious and focus for long periods of time during their own imaginative play when exploring role-play activities, such as a shop. They are confident learners who readily share their ideas, responding positively to the childminder as she supports and extends their knowledge.

p.2

need to do better?

n The childminder sequences her curriculum to build on what children already know and can do. She plans a range of activities that she knows children will be interested in and enjoy exploring. The childminder accurately assesses children's ongoing development and provides a variety of learning experiences that promote children's further development. For example, children concentrate well as they pick up plastic toy bears with tweezers, developing their fine motor skills in preparation for early writing. n The childminder interacts with children as they play. She sits on the floor with the children and joins in with their play to ensure that they are engaged and interested throughout the activities she provides. Children develop their mathematical knowledge as they match numerals to the correct number of objects. However, at times, the childminder does not give children opportunities to work things out for themselves. For example, the childminder tells them the

p.2

need to do better?

right answer rather than encouraging them to find their own solution and extend their problem-solving skills. n The childminder supports children's awareness of being healthy through discussions and play activities. She discusses healthy foods in their packed lunch boxes. Children enjoy practising brushing teeth on a model and talk about their recent trip to the dentist. They look at the childminder's teeth using mirrors and

p.2

need to do better?

13 September 2024 talk about not eating too much sugar. n The childminder has high expectations for children's behaviour. She models positive behaviour and teaches children about their emotions in an age- appropriate way. Children share resources well and invite the childminder into their play, which impacts positively on their emotional well-being. n Parents talk about how reliable and trustworthy the childminder is and how their children love attending. The childminder communicates with parents during pick- up and drop-off times and by using an online app. However, she does not share what children need to learn next effectively so that parents can support their child's learning at home. n Children develop good communication skills. The childminder promotes appropriate discussions throughout children's play. For example, she encourages children to describe their ideas as they build a playground for pretend bears.

p.2

need to do better?

Children respond by articulating what they are doing, using clear language. They learn new vocabulary that is introduced by the childminder and reuse these words meaningfully during their play. For example, the childminder labels vegetables in the role-play shop, and children use these new words as they pretend to make pizza in the sand pit. n The childminder is a reflective practitioner. She is extremely keen to make her provision the best that it can be for the children in her care. The childminder is passionate about training and continuously furthering her knowledge and skills. She regularly uses online training to develop her own knowledge and ideas. She has recently researched using more open-ended resources and toys to encourage children to develop their own play ideas and imagination.

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 enhance opportunities for children to think independently and solve problems for themselves n improve information that is provided to parents about their children's learning during the day.

p.3

Setting details

Unique reference number EY536544 Local authority Nottinghamshire County Council Inspection number 10351718 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 6 Date of previous inspection 10 October 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Edwinstowe, Mansfield. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for family holidays.

p.4

Inspection activities

n The inspector observed a range of play activities in the childminder's home and garden. She considered, with the childminder, the impact of teaching on children's learning and development and discussed children's progress. n The inspector and the childminder completed a learning walk around the setting. They discussed how the environment is organised and how the curriculum is planned to support children's learning. The inspector took account of how the childminder completes risk assessments to ensure that children remain safe. n At appropriate times during the inspection, the inspector spoke to the children and the childminder. She also took account of the written views of parents. The inspector observed the quality of interactions between the childminder and the children attending. n A sample of documentation that supports the effective management of the childcare was viewed by the inspector. This included evidence of qualifications,

p.4

Inspection activities

the suitability of the childminder and other household members, and a sample of policies.

p.4

Inspection activities

13 September 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.

p.4

Inspection activities

13 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.

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