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

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The provision is good

All children show an understanding of the routine that the childminder implements, helping them to feel secure. For instance, when the childminder lifts younger children from their car seat, they know to stand near the wall until the childminder gets other children from the car. This contributes to promoting their safety when they are near roads. Children are given responsibilities to complete tasks. They work as a team to help put resources away after a group time. Children help the childminder to tidy-up toys when they hear a specific song being played.

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The provision is good

Children are supported to hear the correct sounds of words to build on their developing vocabulary. For instance, when younger children say 'knockers' for 'binoculars', the childminder repeats the word, helping them to hear the correct pronunciation. Children show a sense of achievement when they follow the childminder's instructions to press down and push a rolling pin into dough. They say, 'made it' when they show visitors that they can make the dough flat. Children are supported to learn about different shapes. For instance, they copy the childminder when she shows them how to put their finger in the air to make a circle. Children use the large muscles in their arms when they do this, helping them to develop the skills they will need for writing.

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need to do better?

n The childminder praises children's achievements, helping them to recognise positive behaviour. For instance, when children make a face using toy eyes and dough, she gives them a 'high five'. The childminder plays games and puzzles with younger children and helps them to understand how to share. n The childminder uses observations and assessments to help identify what children need to learn next. This includes reading the same book over the course of a week, using repetition to help embed children's understanding of the story. Children show excitement to hear the story. Younger children develop their language skills when they remember and join in saying familiar phrases. They use props, such as bottles containing water, grass and mud, to help them follow events in the story. n The childminder uses feedback from parents to help evaluate her practice and what she offers children and their families. From parent's comments, she has

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need to do better?

developed the way she communicates with parents about their children's achievements. For instance, she provides them with a termly written report showing children's development, to keep them informed about their children's progress. n Parents say that the childminder provides children with age-appropriate activities that foster their development. They say that the childminder is an extension of their family.

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need to do better?

15 October 2024 n Children have opportunities to learn about how animals, plants and humans grow. For instance, they help the childminder to plant and grow vegetables in the garden. The childminder shows children images of scan photos of a lady's journey through her pregnancy. Children have experiences to learn about the life cycle of caterpillars. n Children have opportunities to be independent. For example, the childminder asks them to use knives to spread butter on crumpets at snack time. Younger children take off their shoes with minimal support from the childminder. n Overall, the childminder supports children's development well as she plays alongside them. She asks them questions to help build on their knowledge. However, when children do not respond the childminder does not clarify the answer to help extend their learning further. n The childminder attends training courses to build on her knowledge of how to

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need to do better?

support children's learning. Knowledge obtained from a recent training course helps her to understand how to use persona doll with older children. She uses these to help older children to manage their feelings and emotions if they become anxious about moving on to school. n The childminder takes children to community groups to help develop their social skills. This provides opportunities for children to mix with other children and develop friendships.

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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 support children further to build on what they already know.

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Setting details

Unique reference number EY470333 Local authority Nottinghamshire County Council Inspection number 10355333 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 12 Number of children on roll 14 Date of previous inspection 26 November 2018

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Information about this early years setting

The childminder registered in 2014 and lives in Mapperley, Nottinghamshire. She operates all year round from 7.30am until 5.30pm, Monday to Friday, 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. She works occasionally with a co-childminder and assistant.

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Inspection activities

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

15 October 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

15 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

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

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