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 positive relationships with the childminder. They openly go to her for cuddles when they need them. This shows that children feel safe and secure in the childminder's care. Children are supported to develop their communication skills. This includes the childminder encouraging children to use repetitive phrases in their play that they hear in books. For example, when the childminder sits down and children crawl under her legs, she tells them it is a 'squash and a squeeze'. Children copy these words that they hear in familiar books. Children are encouraged to recall previous events, such as what they dressed up as for Halloween. Children remember and tell the childminder that they were Merlin and explain that Merlin is a cat they know.

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The provision is good

Children are shown how to use equipment in their play. For example, the childminder shows children how to put play dough into a toy that makes the dough turn into different shapes. Children copy the childminder and begin to learn how to do this by themselves. Children develop their hand-eye coordination and the small muscles in their hands when they listen and follow the childminder's instructions. For instance, children roll dough between their hands to make a ball. This helps children to develop skills in preparation for early writing.

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need to do better?

n The childminder uses observations and assessments to help identify what children already know and can do. If the childminder identifies gaps in children's learning, she focuses her support to help close these gaps. For instance, when the childminder notices gaps in children's balance and coordination, she provides plenty of opportunities for them to develop this aspect of their development. This includes purchasing stepping stones and supporting children to walk across them. n The childminder reflects on her practice. Recent changes to how she displays and offers children toys and resources help children to make independent choices in their play. For example, when children want to build and construct a toy house, they can select and access the resources they want easily. n The childminder helps children to learn about similarities and differences in people. For instance, the childminder talks to children about putting on her

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need to do better?

glasses, so she can see when she looks for toys. The childminder helps children to understand about different hair styles that people have in different countries. n The childminder helps children to develop their knowledge of positional language, such as 'over', 'under' and 'behind', when they move their bodies. However, the childminder does not give children the same amount of support to develop their understanding of numbers and counting. For instance, sometimes she does not help children to understand the correct number of objects they

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need to do better?

13 November 2024 count. n The childminder promotes children's independence. Children are encouraged and are given time to put on their own socks. However, the childminder does not help children to understand the importance of following hygiene practices. For example, some children are not encouraged to wash their hands before they eat. When other children do wash their hands, the childminder does not help them to understand why they need to do this. n The childminder shares information with parents about activities children take part in throughout their day. The childminder talks to parents about how she intends to support their children's development. She offers parents advice about how they can continue to help their children's progress at home. For example, the childminder works with parents to provide consistency in managing children's behaviour. n The childminder gives children plenty of praise and encouragement, promoting

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need to do better?

positive behaviour. She helps children to understand how to take turns. For example, the childminder asks children to pass toys to their peers when they have finished playing with them. When children do this, they receive praise. n The childminder helps children to be emotionally ready for their move on to school. For example, she takes children with her when she takes older children to school. This helps children to become familiar with the routine of going to school and waiting in the playground with older children.

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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 older children to build on their understanding of numbers and counting n help children to learn about the importance of good hygiene practices.

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Setting details

Unique reference number EY439848 Local authority Nottinghamshire County Council Inspection number 10359968 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 10 Date of previous inspection 12 December 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Beeston, Nottingham. She operates during term time, from 7.30am to 5.15pm, Monday to Thursday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children. The childminder holds an appropriate level 3 qualification.

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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 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

13 November 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

13 November 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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