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 Not applicable

p.1

The provision is good

Children learn how to keep themselves safe. For example, the childminder reads books to children to help them understand about internet safety. Children are supported by the childminder to stop what they are doing when they hear adults say, 'stop'. This is to support children's listening skills and reactions in the event of them being in immediate danger, such as when they walk near roads. Children are independent. They choose and help to prepare their meals. For instance, older children use knives safely to spread cheese and butter on bread to make sandwiches. Children choose which fruit they would like to eat.

p.2

The provision is good

Children are encouraged by the childminder to persevere. For example, when children attempt to put clothes on dolls and say that they can not do it, the childminder asks them to try again. This results in children saying 'pop' when they manage to push a doll's arm through a sleeve. Children are supported to learn how to take turns in their play. For instance, when they play games together, the childminder uses words to describe who needs to play next. This results in children telling their friends when it is their turn. Children develop their understanding of numbers and counting. For instance, when children count a number of objects incorrectly, the childminder asks them to count again, supporting them to understand when the number is correct.

p.2

need to do better?

n The childminder supports children's behaviour well. For example, when children run indoors, the childminder asks children where they need to run. Children reply, 'outside'. The childminder shares books with children about what they use their teeth for, such as biting food and chewing. n Parents say that they appreciate the childminder offering their children healthy and nutritious meals that meet their children's allergies. The childminder talks to children about the foods she offers them, helping them to understand that they are good for their bodies. n Children are supported to understand about the importance of good oral health. For example, the childminder talks to children about brushing their teeth in the morning and before they go to bed. Children say that they brush them to 'get the germs away'. n The childminder uses observations and assessments to identify what children need to learn next. However, sometimes she does not give children opportunities

p.2

need to do better?

to practise new skills. For example, when the childminder wants children to begin toileting, she does offer children consistent experiences to use the potty or toilet. n The childminder supports children's communication and language skills well. For example, if children say words incorrectly, she repeats the words. This helps

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need to do better?

22 January 2025 children to hear the correct pronunciation. The childminder holds conversations with older children about their experiences at home. Children respond and recall events in their lives from memory. n Children learn skills in preparation for their move on to school, such as to listen to stories and talk about favourite books. This includes children showing an interest in books about their bodies. The childminder helps children to develop their knowledge of different parts that make up a body, such as a heart and a brain. Children say that their heart is hiding from the childminder when they place their hand on their chest. n The childminder provides children with opportunities to develop their social skills. For example, she takes children to meet other childminders and minded children. This enables children to play and interact with larger groups of children. However, the childminder does not fully support children to learn about diversity

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need to do better?

and different cultures beyond their own. n The childminder reflects on her practice and identifies way to improve children's experiences. This includes purchasing resources that enables children to follow their interests. For instance, when children like large transport vehicles, the childminder provides children with a toy farm with tractors. This helps children to build on their small-world experiences. n The childminder attends training courses to help build on her professional development. This contributes to developing her knowledge of how to provide children with dancing and yoga poses to help them stretch their bodies and reset their minds when children struggle to focus.

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 support children to practise the skills they need to learn next to help build on their development n strengthen opportunities for children to learn about different cultures and diversity.

p.3

Setting details

Unique reference number 2694027 Local authority Nottinghamshire County Council Inspection number 10260117 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 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2022 and lives in Bingham, Nottinghamshire. She operates all year round, from 7.30am until 5.30pm, Tuesday to Friday, except for bank holidays and family holidays. She provides funded early education for children aged nine months upwards. The childminder holds an appropriate level 3 qualification.

p.4

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 and evidence of the suitability of persons living in the household. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

22 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

22 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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