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 Not applicable

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The provision is good

Children show their understanding of technology. For instance, younger children use their imagination when they put square objects to their ear, pretending they are phones. The childminder pretends to say hello to them and they reply. Older children use toy phones and pretend to hold conversations with people. Furthermore, children sit well when they listen to the childminder reading them stories. This helps to promote children's communication skills. Children develop their physical skills. For example, the childminder encourages children to use tweezers to pick up small objects, helping to develop the muscles in their hands. She asks older children to jump and stand on one leg, encouraging their balance and coordination. Additional funding that some children receive is used effectively to support their individual needs. For example, the childminder takes children to farms and soft-play centres to help develop their social skills and to provide

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The provision is good

opportunities for children to explore outdoors.

p.2

The provision is good

Children are given tasks to complete, helping to give them a sense of responsibility. They are keen to help the childminder tidy away toys. The childminder gives younger children direction to do this, such as asking them to put specific toys away, helping to focus their attention. Older children confidently tidy away toys on their own.

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need to do better?

n When children first start attending, the childminder gathers information from parents about children's abilities. She uses this, along with her own observations and assessments, to identify what children need to learn next. This includes supporting children's behaviour. For instance, she helps children to learn to share and to use 'kind hands' when they play with their peers. n Parents comment positively about the childminder and the progress their children make with their speaking and social skills. The childminder shares information with parents about activities their children enjoy, their next steps in learning and care routines. This helps to keep parents informed about their children's day. n The childminder reflects on her practice and makes changes to improve outcomes for children. For example, she moves around toys and resources in her home. This results in children being excited and motivated to explore and play

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need to do better?

with different toys to support their learning. n The childminder supports children to learn how they can keep themselves safe. For example, she talks to them about holding hands when they walk with her in the community. Children learn about road safety and to not talk to strangers. The childminder practises fire drills regularly with children, helping them to be comfortable with hearing the loud noise of the alarm and to understand how to

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need to do better?

14 March 2025 leave her home safely in the event of a fire. n Children make choices about the toys and resources they want to play with, enabling them to follow their interests. They involve the childminder in their play and explain what they are doing. However, sometimes, the childminder does not support children to build on what they already know and can do to help extend their learning. For example, when children do not use pretend doctor's equipment correctly, the childminder does not support them to understand the name of the equipment and what it is used for. n The childminder extends her professional development. She targets training courses to help her meet children's individual needs. This includes developing her knowledge of how to support children's communication skills and to help close gaps in their speaking skills. n Children are keen to join the activities the childminder offers them. However,

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need to do better?

occasionally, the childminder does not adapt her interactions with younger children to help them be engaged and to benefit fully from the learning offered. This results in younger children sitting on the childminder's knee and not taking part. n The childminder offers children nutritious snacks and meals to promote a healthy diet. Children learn how food grows, for instance, when they help the childminder to plant and grow fruit and vegetables in her garden. Children harvest these and are supported to understand how these are used to make meals, such as vegetable soup.

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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

should:

n support children to build on what they already know and can do during their self-chosen play n adapt interactions with children during activities to help younger children be engaged so they are able to benefit from the learning offered.

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Setting details

Unique reference number 2710383 Local authority Nottingham Inspection number 10376616 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 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Nottingham. She operates all year round from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for children aged nine months upwards.

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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 outdoors, 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 Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

14 March 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 March 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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