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 Good

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The provision is good

Children show that they feel comfortable in the childminder's home. They have positive relationships with her. For instance, when they use flour to make dough, they joke and put some flour on the end of the childminder's nose. Children and the childminder laugh together.

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The provision is good

Children are keen to join activities that the childminder plans for them. This includes providing opportunities for them to develop their understanding of weight and measure. Children use scoops to add ingredients to a bowl to make dough. The childminder asks children to take it in turns when they do this, encouraging them to be patient for their turn. Younger children are supported to concentrate during planned activities. For example, when they begin to disengage, the childminder uses their name and gives them tasks to complete. This helps to bring children's attention back to the activity. Older children have opportunities to develop the muscles in their hands, in preparation for early writing. They are asked to pick up small buttons and place them on zig zag lines on a piece of paper. Children begin to use pens to trace the lines they see. Children show an enjoyment of role-play activities. They dress up as doctors and use tools to pretend to make

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The provision is good

the childminder feel better. This enables them to act out their knowledge that doctors help people.

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need to do better?

n The childminder attends webinars to extend her professional development. These help her to identify that her curriculum is to identify and support children with what they need to learn next. This includes helping some children to develop their speaking skills. For example, when children struggle to say the name of objects, she begins by making the sound that the word begins with. This encourages children to finish the word themselves. n The childminder gathers information from parents about children's abilities. She uses this, along with her observations and assessments, to identify any gaps in children's learning. If there are any gaps, she works in partnership with parents to make referrals to other professionals and agencies to help support children's individual needs. n Parents say that their children are progressing well. The childminder works well with parents to support their children's individual needs. This includes offering

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need to do better?

them ideas and suggestions about how they can support children's speaking skills at home. n The childminder reflects on her provision and the experiences she offers children. Recent changes to her playroom include putting some of the toys away. She identifies that this helps children to follow their interests more and to engage in learning. It also contributes to reducing trip hazards to help promote

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need to do better?

30 September 2024 children's safety. n The childminder asks children a good range of questions to encourage their thinking skills. This enables children to talk about what they already know. However, sometimes during her interactions, the childminder does not support children to build on their knowledge. This means that children are not able to learn as much as possible. n Children learn how they can keep themselves safe. For instance, when the childminder walks with children in the street, she talks to them about road safety. She helps children to identify when water is hot, as she adds this to make dough. Children say that they will burn their fingers if they touch it. n The childminder provides opportunities for children to be kind and helpful. For instance, she asks children to clean tables after craft activities. Children help the childminder to sweep the floor after messy play. n Children understand the childminder's expectations for their behaviour. For

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need to do better?

example, when they finish playing with a toy, the childminder asks them to remember a phrase she uses to remind them to put the toys away. This includes saying, 'Choose it, use it and put it away.' n The childminder encourages children to develop a love of books. When she reads them stories, she holds the book up, so children can see the images on the pages. The childminder asks children to join in saying repeated phrases in books, encouraging them to follow the story. Children listen, follow instructions and focus as they join in.

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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.

p.3

should:

n strengthen interactions with children to help them build on what they already know.

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Setting details

Unique reference number EY538855 Local authority Nottingham Inspection number 10354760 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 14 Date of previous inspection 5 November 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Nottingham. She operates all year round, from 6am to 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded care and early education for children aged from nine months upwards.

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Inspection activities

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 and assessed the impact this has on children's learning. n The 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

30 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.

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Inspection activities

30 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

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

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