Robinson, Karen

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

p.1

The provision is good

Children settle quickly in the childminder's welcoming and organised home. The childminder develops close bonds with children, which foster a sense of safety and happiness. She actively engages children in daily routines, supporting them to do as much for themselves as possible. For example, children eagerly chop fruit for their snacks. The childminder models how to use knives safely. When children struggle, she offers lots of praise and encouragement to keep trying. Children are delighted when they do it and beam at the childminder, saying, 'I did it all by myself.' The childminder promotes children's sense of self and helps them to develop resilience in their learning.

p.2

The provision is good

The children benefit from the outings and trips they attend with the childminder. They are confident to share their experiences and talk about the places they have visited. The childminder has high expectations for children's behaviour. She models positive behaviours effectively in her daily practice by saying, 'Please' and 'Thank you' and encouraging children to share and be kind to one another. Children demonstrate their learning as they show good manners at mealtimes. Children are encouraged to respect the toys and equipment in the childminder's home. They are supported in developing a sense of right and wrong.

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need to do better?

n The childminder gathers an abundance of information and offers home visits before the children start with her. She uses this information to help further enhance children's experiences while in her care, enabling them to settle quickly and make good progress. n The childminder has developed a network of early years professionals, which she regularly meets with. She uses this partnership working to help further enhance her knowledge and skills and to gain different ideas to improve her curriculum and the support she offers to children. n The childminder works closely with parents. Parents share that they are very happy with the care the childminder provides for their children and express gratitude for the help she has given them personally. They state that communication is excellent, and they are given ideas of things they can do at home to help their children. n The experienced childminder understands the skills that children need before

p.2

need to do better?

they start school. She implements a broad curriculum to support children's learning. For example, she provides experiences to help children develop their small-muscle skills. Children use small tools to paint and draw and are encouraged to handle a variety of resources. However, the childminder does not currently link with the local schools to help ease children's transition from her care.

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need to do better?

8 January 2025 n The childminder skilfully links different activities to help consolidate children's learning. For example, she provides creative activities and uses stories to support a recent visit to the space centre. The childminder questions to help children recall and retrieve information they have previously learned. Children talk confidently about the moon and astronauts. The childminder introduces new vocabulary, such as spiral, when children describe 'round and round'. n The childminder provides many opportunities for children to count as they play games and sing songs. Children excitedly countdown from five before they blast off to the moon. In addition, she models mathematical language by using words such as 'tiny' and 'bigger than'. This supports children's early mathematical understanding. n The childminder carefully plans a range of experiences and activities to develop children's physical skills. For example, children visit large open spaces, parks and

p.2

need to do better?

soft-play areas, where they build confidence and skills in running, climbing and balancing. n The childminder is clear about what she wants children to learn next. She plans activities she knows will further support children's learning. The childminder uses children's interests to help them remain engaged in learning. However, during some structured adult-led activities, children are not always encouraged to develop ideas and lead their learning.

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 strengthen the planning of adult-led activities to enable children to develop ideas and build on their learning n develop partnerships with local schools to share information about children's learning and enhance their transitions.

p.3

Setting details

Unique reference number EY459242 Local authority Nottingham Inspection number 10377595 Type of provision Childminder

p.4

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 6 Date of previous inspection 24 April 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Nottingham. She operates all year round, from 7.30am to 5pm, Monday to Thursday, except for bank holidays, one week at Christmas and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the quality of education being provided and evaluated an activity with the childminder. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation. n Parents shared their views of the childminder with the inspector.

p.4

Inspection activities

8 January 2025 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

8 January 2025 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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