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 safe and secure in the childminder's care. This includes children with special educational needs and/or disabilities (SEND). For instance, when the childminder collects children from their homes, they confidently separate from their parents. Children hold the childminder's hand when they walk with her to her vehicle, promoting children's safety when they are near roads. When children arrive at the childminder's house, they understand and follow the routines that she embeds. For instance, the childminder sings a song that reminds children to take off their coats and shoes. Children listen and follow her instructions. They sit on the bottom step of the stairs and complete this task by themselves, promoting their independence.

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The provision is good

Children are inquisitive learners. They learn how to stack puzzle pieces to make a tower. When the tower falls over, the childminder encourages them to build it again. Children show patience and perseverance as they complete the task. Children have opportunities to develop their hand-eye coordination. They copy the childminder as she uses a spoon to scoop and pour cornflour into a tray. Children learn about language that describes position. For example, when they place balls into a toy and move the balls, the childminder talks to children about the balls going backwards, forwards, up and down.

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need to do better?

n The childminder finds out from parents when children first start about their children's abilities and achievements. She uses this information, along with her observations and assessments, to help identify what children need to learn next. This insight into children's development helps her to identify any gaps in learning and to focus on these to help children progress. n The childminder places a strong focus on supporting children's communication skills. For example, she uses words, as well as sign language, to support children's understanding of certain words. Children begin to use sign language to communicate back to the childminder, such as for 'please'. n Children have opportunities to return to activities. This enables them to revisit learning and to remember what the childminder shows them. For example, when the childminder stacks building bricks in size order, children watch and return to complete the same activity when they are ready. Children crouch down to

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need to do better?

observe the blocks from eye level to see that they are ordered correctly, supporting their early understanding of sizes. n The childminder builds on her professional development. She is completing a degree to support children with SEND and inclusion. This helps the childminder to reflect on her practice, such as to take fewer photos of children. This is so children do not think it is normal and acceptable behaviour for people to take

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need to do better?

19 November 2024 their photo without gaining their permission first. n Children receive plenty of encouragement from the childminder, helping to build on their confidence. The childminder sings songs to praise children, such as when they place magnetic letters of the alphabet onto her fridge in the correct order. Children smile at the childminder in recognition of the praise they receive. n Parents say that their children feel welcome and at home in the childminder's care. They appreciate the support they receive from the childminder to help them manage their children's behaviour at home. n The childminder shares information with parents about their children's achievements, helping to keep them informed about their child's day. However, when children also attend another early years setting, the childminder does not gather enough information from staff about how they are supporting children to help her meet their individual needs more precisely.

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need to do better?

n Children are supported to understand how to wash their hands thoroughly. For example, the childminder gives children a running commentary about what they need to do, such as to use hand soap, rub their hands together and dry their hands. This helps to promote good hand hygiene routines. n The childminder offers children nutritious snacks to promote a healthy diet. She provides opportunities for children to bake, which includes touching the ingredients to help some children overcome their reluctance to eat some foods. Children are encouraged to drink water to keep hydrated. For example, the childminder asks children to choose which cup they would like to drink from, enabling them to make independent choices.

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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 strengthen partnership working with staff at other settings children also attend to help provide consistency in children's learning.

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Setting details

Unique reference number 254863 Local authority Nottingham Inspection number 10359796 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 2 Date of previous inspection 10 December 2018

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Information about this early years setting

The childminder registered in 1994 and lives in New Basford, Nottingham. She operates all year round, from 6am to 6pm, Monday to Sunday, except for family holidays. She provides funded early education for two-, three- and four-year-old children. The childminder holds an appropriate level 3 qualification. She provides occasional overnight care for school-aged children.

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Inspection activities

n The inspector went with the childminder to collect children from their home. 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 interacted 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

19 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

19 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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