Peters, Roxanne Lorna

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 show they feel secure and happy as they snuggle on the childminder's lap to share a story. The childminder is calm and nurturing, and children are reassured by her closeness to them. She ensures that she knows each child well and plans and provides a broad range of activities to help them learn. For example, she talks to them about their own homes and shows them photos of their family to develop their sense of self. The childminder encourages them with praise as she reminds them about sharing with their friends and promotes kindness.

p.2

The provision is good

The childminder plans her environment so that children can easily access resources for themselves. Children enjoy choosing dressing-up costumes, so they can pretend to be a princess. Older children ask for additional resources, such as paints, and create their own pictures. Children behave well as the childminder has clear expectations. She has established a routine that helps children learn to be independent, such as putting their own shoes on to go outside. Children focus for long periods of time on activities, such as sharing stories. Toddlers babble and point to pictures, and older children think about the questions she asks them.

p.2

need to do better?

n The childminder has a clear vision of what she wants children to learn. She helps to prepare them for their move on to school or nursery with skills they need to be independent. The childminder knows the children well and can confidently talk about their capabilities. She identifies what children need to learn next and helps them to build on what they already know. The childminder plans a wide range of age-appropriate activities across all areas of the curriculum. However, at times during adult-led activities, the childminder does not use effective strategies to fully engage children to extend their learning. n The childminder plans exciting activities for children to explore, including opportunities to look closely at autumnal resources, such as pumpkins, fir cones and leaves. She talks to the children about signs of autumn to develop their knowledge about the world around them. However, she does not consistently

p.2

need to do better?

help children to explain their understanding and think more deeply. For example, she sometimes answers questions for children, rather than giving them time to think and respond. n The childminder has close and supportive relationships with children's parents. She builds strong relationships with parents to ensure that children are supported to settle quickly into her care. The childminder offers settling-in visits for their children before they start. She gathers information from the parents to help her meet the care needs of each child. This helps children feel secure and calm when they are in her care. The childminder follows their routine from home, such as routines and sleep times, which helps young children to feel

p.2

need to do better?

11 October 2024 content and trust her. n Children are supported to be as independent as possible and take responsibility for the play area and toys. Older children are encouraged to tidy away their toys to keep the floor safe and to manage their own toileting needs. Children learn to make their own choices as they choose what fruit they would like for snack. Older children also choose which coloured bowl they would like for mealtimes and can peel their own oranges and bananas. The children are reassured that they are doing well by the childminder, which promotes children's confidence and self-esteem. n The childminder supports children's awareness of being healthy through discussions and play activities. She discusses healthy foods they eat at snack time and meals at lunchtime. She encourages physical activity outside everyday, and children regularly visit parks and community settings. n The childminder works closely with another childminder. They help each other

p.2

need to do better?

develop and reflect on their practice. Together, they share ideas to improve the environment and resources they offer to children. The childminder has accessed regular training to develop her practice. She has recently researched developing children's play through the addition of supplementary resources, such as vehicles with the building blocks.

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 develop how to plan and sequence adult-led learning experiences to further encourage children to extend their learning n provide children with time to respond to questions to deepen and extend their knowledge and understanding.

p.3

Setting details

Unique reference number 2756506 Local authority Nottinghamshire County Council Inspection number 10349507 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 15 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Gedling, Nottingham. The childminder operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with a co- childminder and an assistant. She has a relevant qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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 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.5

Inspection activities

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

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

11 October 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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