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

p.1

The provision is good

Children arrive happy to see the childminder, greeting her with smiles and cuddles. They soon settle and select toys and resources they wish to explore and play with. This shows that children feel safe in the childminder's care. Children cheerfully welcome visitors to the setting. They show good levels of confidence and positive attitudes to learning, as they take visitors' hands and lead them to the garden to play.

p.2

The provision is good

Children receive individual care and attention, which supports their emotional well- being. When children dislike the sound of the bubble lawn mower, the childminder sensitively picks children up, reassures them with cuddles and distracts them to another area of the home. This nurturing approach contributes to the trust the childminder builds with children. The childminder is a positive role model, supporting children's good behaviour. She plays alongside children, encouraging sharing and turn-taking with the toys.

p.2

The provision is good

Children build up their stamina and confidence in walking as they walk to and from activities in the local community. The curriculum for physical development is carefully planned to build on children's prior skills and strengths. Children enhance their development and confidence in climbing, running and balancing as they play on equipment set up in the childminder's garden. Children squeal in delight as they play peekaboo with the childminder and their peers through a tunnel in her garden.

p.2

need to do better?

n The childminder plans a curriculum that supports children's learning, taking into account their interests. She provides good support and encouragement. Overall, the childminder's interactions during planned activities are good. However, she is not always clear about what she expects children to learn from these activities. This means that some activities are not precisely focused on what children need to learn next. n The childminder supports children to learn about healthy lifestyles. For instance, children are encouraged to drink water to keep hydrated and enjoy fresh fruit for snacks and at lunchtime. Children learn to wash their hands at key points during the day. This includes before eating and after being outside. n The childminder supports children to understand mathematical concepts as they play. While toddlers play with the play dough, she talks to children about how long, big and small their pieces of dough are. She is skillful at naming colours,

p.2

need to do better?

shapes and numbers as they play together. When children play with the blocks, they are heard counting how many blocks are in their towers independently. Children are becoming confident with using numbers and counting in their play. n Overall, the childminder supports children's communication and language

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need to do better?

19 May 2025 development. Her interactions with children are purposeful and she is always talking to them. Children enjoy participating in planned activities alongside the childminder. However, support for some children to build on the range of words they know and their pronunciation is less well established. The childminder does not always repeat these words back to the children clearly and correctly to help them build on their vocabulary and hear the correct pronunciation. n Children are becoming independent in their play and learning. The childminder organises toys at a low level to help children independently explore and select what they want to play with. She encourages young children to find their own water bottle and to have a drink when thirsty, and encourages children to put on their own shoes with some support. n Parents say that they are extremely happy with the childminder's care and communication with both their children and themselves. The childminder

p.2

need to do better?

provides information and photographs about children's day and parents comment that they are more than happy with the experiences their children are offered. They value the updates they receive from the childminder. n The childminder supports children's behaviour well. She helps younger children to start to understand and name their emotions by identifying how they might be feeling at times throughout the day. For example, when young children become unsettled she explains that she recognises they are feeling a little tired today. Furthermore, she helps children to think about how their friends might be feeling when they play close by with a loud toy that not all their friends like. Children start to learn to be considerate and thoughtful to their friends.

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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 strengthen the implementation of the curriculum and knowledge of children's next steps in learning, to clarify the learning intention during planned adult-led activities to maximise the support for children's learning n improve the quality of interactions and support for children's communication and language development, to further enhance children's spoken skills, specifically around their pronunciation of words.

p.3

Setting details

Unique reference number 252570 Local authority Nottinghamshire County Council Inspection number 10392274 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 13 Date of previous inspection 14 August 2019

p.4

Information about this early years setting

The childminder registered in 1992 and lives in Arnold, Nottinghamshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.The childminder receives free early education funding for children aged two-, three- and four-years old.

p.4

Inspection activities

n The childminder talked to the inspector about how she organises her provision, and about her curriculum, while the inspector viewed the premises. n The childminder carried out a planned activity and discussed with the inspector the intent of the activity and evaluated this with the inspector. n The inspector spoke to the childminder and the children at appropriate times during the inspection. n The childminder showed the inspector some relevant documentation, including the childminder's first-aid certificate and her suitability to work with children and discussed these with the inspector. n The inspector spoke to parents and took into consideration their views.

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Inspection activities

19 May 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 May 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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