Childminder 2757165

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children are settled and happy in this homely setting. The childminder is warm and nurturing to children. They cuddle into her for comfort when needed. As a result, children develop close bonds with her. The childminder provides children with a wide range of resources, which they can freely access, to support their learning. However, the support and interactions children receive from the childminder do not always help children to build on their learning. For example, the childminder identifies that younger children need to learn how to count, despite not having developed their early speaking skills. Furthermore, when the childminder identifies that younger children need to begin to feed themselves, they are not always given the equipment they need to do this.

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The provision requires improvement

Children learn to share when, for example, the childminder helps them to understand how to take turns when they play with toys. Children are keen to help the childminder and their peers to tidy away toys, showing positive behaviour.

p.2

The provision requires improvement

Children are supported to develop the muscles in their hands and their hand-eye coordination. For example, the childminder provides them with spoons to scoop, tip and pour cereal. Children giggle in delight as they listen to the different sounds the cereal makes as it falls into different containers. Children show they enjoy the time they spend outdoors as they build on their balance and coordination. They ride on balance bikes and take risks as they navigate climbing equipment.

p.2

need to do better?

n The childminder uses some daily routines to promote children's independence skills. For example, children follow instructions to wash their hands before snack time. Furthermore, the childminder models how to use tools to sweep. Children copy her and show perseverance as they use a dustpan and brush to sweep up soil. n The childminder does not understand how to plan and implement an effective curriculum to support children's learning. She provides toys and resources for children that enable them to follow their interests, such as farm animals. However, the learning opportunities she offers children are not always tailored to help them make good progress with their development. n When children first start attending, the childminder gathers information from parents to help her establish what children already know and can do. However, the childminder does not use ongoing assessments of children's learning

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need to do better?

precisely enough to help identify the stage that children are at in their development. Therefore, sometimes, the identified next steps in children's learning are too challenging or not challenging enough for them. This results in children disengaging from learning.

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need to do better?

4 December 2024 n Children show an understanding of the childminder's rules in and out of her home. They learn to use their 'listening ears' and to be kind. The childminder teaches children about road safety when she takes them for daily walks. This helps them to develop an early understanding of how they can keep themselves safe when they are out in the community. n The childminder is attentive and caring to the children in her care. She knows the children well and can quickly identify what they need. For instance, she notices when children are becoming tired and settles them to sleep. This helps to promote children's well-being. n The childminder has positive links with other childminders in the area. Together, they take children to visit a range of places in the local community. For example, children visit local parks where they enjoy being physically active. They socialise with other children and explore nature as they hunt for bugs and listen for birds

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need to do better?

in woodland. As a result, children develop an understanding of the world around them and the community they are a part of. n The childminder completes training courses to keep her knowledge of how to promote children's safety current. However, she has not extended her professional development to help raise her knowledge of child development to help her meet the learning needs of children in her care more precisely. n Parents say that they value the individualised settling-in sessions the childminder offers their children when they first start, helping them to settle quickly. Furthermore, parents comment that they are happy with the care the childminder provides. They feel informed about what their children have been doing through daily updates.

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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

Due date

ensure that a planned and implemented curriculum supports children's ages and stages of development 13/01/2025

p.3

Due date

improve assessments to establish what children already know, understand and can do to help identify more precisely what children need to learn next. 13/01/2025

p.3

should:

n build on professional development to help raise knowledge of child development.

p.4

Setting details

Unique reference number 2757165 Local authority Nottinghamshire County Council Inspection number 10349691 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 13 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Edwinstowe, Nottinghamshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder providers funded care and early education for children.

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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, indoors, 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. n Parents' and carers' views were taken into consideration. n A sample of documents were reviewed, including paediatric first-aid certificates, suitability checks, and safeguarding policies and procedures.

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Inspection activities

4 December 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

4 December 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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