Kirby, Nicola Dawn

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 experiment with objects they find in the childminder's home. For example, older children balance bean bags on different parts of their bodies, such as their arms, shoulders and feet. When they show good balance and control, they receive praise from the childminder to reward their achievements. This helps to raise children's self-esteem and boosts their confidence in their own abilities. Children are encouraged to have a positive attitude to learning. When younger children struggle to fit keys into a lock, the childminder tells them she will do this with them. The childminder offers hand-over-hand support to help children to achieve turning the key in the lock. Children are supported to develop their communication and speaking skills. For example, the childminder encourages children to learn how to take turns in conversations when they want to speak to her at the same time. Children copy the childminder when she talks about what is happening in their play,

p.2

The provision is good

Children are supported to manage their self-care skills. For example, when children join messy play activities, the childminder asks them to wear aprons. Older children manage to put these on by themselves. The childminder helps younger children to understand how to position their arms in the apron.

p.2

need to do better?

n The childminder reflects on her practice. She identifies training courses to help increase her knowledge of how to support children's development. This includes helping children to learn about sustainability. For example, children help her to plant and grow vegetables in her garden. Children harvest these and eat them, helping them to understand the process of growing nutritious foods. n The childminder has procedures in place that children are familiar with to help promote their safety. For example, when visitors knock on the childminder's door, children know to sit on the bottom step of the stairs and stay there until the door is closed. When the childminder takes children to the front of her house, they understand to stand near the wall until their name is called to get into her car. n The childminder observes and assesses children's development to help identify what they need to learn next. When she plans activities to support children's

p.2

need to do better?

development, she is mindful of the learning intention for each child. For example, during a science activity, she shows younger children how to use pipettes with water to help develop the muscles in their hands. Older children learn what happens when they mix together vinegar and baking soda. Children show excitement when it fizzes. n The childminder shares information with parents about their children's learning and development. Parents say that they appreciate the support they receive

p.2

need to do better?

14 February 2025 from the childminder to help meet their children's toileting needs. However, the childminder does not share effectively or gather information from other early years settings that children also attend to help provide consistency in the learning experiences they receive. n Children are supported to understand how to show positive behaviour. For instance, the childminder reads children stories about how to be kind. Children listen and follow the childminder's instructions, such as when she asks them to help carry equipment in her home. n The childminder provides plenty of cuddles and reassurance for new children to help them to feel safe and secure in her home. This includes reassuring them when parents will be back to collect them. However, the childminder does not fully support children to develop their social skills with their peers in her home. For example, during some daily routines, children are not supported to interact

p.2

need to do better?

with others. n The childminder supports children to develop a love of books. Children are keen to share books with the childminder and to sit with her to listen to stories. The childminder takes children to libraries where they can choose and look at books. Children tell visitors that their favourite is the 'big book'.

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 partnership working with other early years settings that children also attend to help provide consistency in children's learning n build on opportunities for children to develop their social skills in the home, such as during daily routines.

p.3

Setting details

Unique reference number EY434177 Local authority Nottinghamshire County Council Inspection number 10372294 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 10 April 2019

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Worksop, Nottinghamshire. She operates all year round, from 7.45am until 4pm on Mondays and Fridays, and from 7.45am until 5pm on Tuesdays, Wednesdays and Thursdays, except for bank holidays and family holidays. She provides funded early education for children aged nine months upwards.

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. n Feedback from parents was reviewed by the inspector, who took account of their views.

p.4

Inspection activities

14 February 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

14 February 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

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