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 Good

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The provision is good

Children are supported with their emotional well-being. For example, when they first start attending, the childminder invites children to attend settling-in sessions that help them to become familiar with the childminder, her co-childminder and the home. When children struggle to settle, the childminder offers children comfort and cuddles of reassurance. Children learn about feelings and emotions. For instance, the childminder reads them stories about monsters who have different feelings. Children tell the childminder what makes them feel a certain way, such as being with their mummy and daddy makes them feel happy. Children learn to take turns. For instance, the childminder asks children to wait in line until it is their turn to wash their hands. Children listen and cooperate well. Children take it in turns to choose objects from a bag that reflect different nursery rhymes. This encourages children to make independent choices in their play.

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The provision is good

Children are supported to develop their mathematics skills. For instance, the childminder provides children with opportunities to identify the number of ingredients they need to make pretend mud pies in a role-play kitchen. Children recognise some numbers and are supported to identify numbers that come next when they count. Additional funding that some children receive is used effectively to broaden children's experiences. For example, the childminder takes children on train rides to help them learn about different forms of transport.

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need to do better?

n When children first start attending, the childminder gathers information from parents about their children's abilities. She uses this information, along with her knowledge of what children can do, to identify how to support their progress. This includes helping children to build on their communication and language skills. For instance, the childminder sings songs with children, reads them stories and holds conversations with children when she plays alongside them. n The childminder completes training courses to develop her knowledge of how to support children's development. This includes extending her understanding of how to support children with their mathematics skills. For example, when children use leaves, the childminder supports them to identify the patterns they make on the ground. n Children have opportunities to learn about oral health. For instance, the childminder takes them to NHS events to learn about how to clean their teeth.

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need to do better?

She provides children with toothbrushes and toothpaste to take home to help them implement toothbrushing routines. n The childminder keeps parents informed about their children's day. She sends them information about activities their children enjoy and how she is supporting their children's learning. The childminder encourages parents to continue their

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need to do better?

19 March 2025 children's learning at home. For example, children borrow books for their parents to read to them, helping to develop their literacy and language skills. n The childminder helps children to recognise positive behaviours. For example, she gives children stickers to reward their achievements. The childminder shares information with parents about positive behaviours children show during the day, encouraging parents to also celebrate their children's achievements. n The childminder offers children activities to help them experience risky play. For example, she takes children to woodland groups where they use real tools, such as screwdrivers and hammers. Children learn how to use tools safely. However, sometimes, the childminder does not support older children to explore their own ideas and solve problems in their play. For instance, the childminder is quick to tell children what they can do.

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need to do better?

n The childminder offers children experiences to learn about similarities and differences between themselves and others. Parents are invited to share recipes to show the foods they eat at home. Children have opportunities to recreate these meals with the childminder. Furthermore, parents are invited to share with children how they celebrate different religious events. n The childminder encourages children to be independent. For example, she provides hand-over-hand support for younger children to use a knife safely to spread butter on toast. Older children do this on their own. However, sometimes, the childminder does not help all children to develop a sense of responsibility. For example, when younger children ask to complete tasks that older children undertake, the childminder does not support them to join in.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n support older children to explore their own ideas and solve problems in their play n strengthen opportunities for children to develop a sense of responsibility.

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Setting details

Unique reference number EY548577 Local authority Nottinghamshire County Council Inspection number 10375991 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 3 Date of previous inspection 13 May 2019

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Information about this early years setting

The childminder registered in 2017 and works from the home of her co-childminder in Carlton, Nottinghamshire. She operates during term time, from 7.30am until 5.30pm, Monday, Tuesday and Wednesday, except for bank holidays and family holidays. She provides funded early education for children aged from nine months upwards. The childminder holds an appropriate level 6 qualification.

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Inspection activities

n The childminder and 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 and childminder carried out a joint evaluation of an activity. n The inspector held discussions with the childminder and her co-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

19 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

19 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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