Wilson, Heather Jane

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 are happy in the childminder's home. They display close bonds with the childminder as they confidently ask her for help when they need it. Children generally behave well and follow instructions the childminder provides. On occasions when children display unwanted behaviour, the childminder is consistent with her expectations for children's behaviour. She explains why children cannot throw sand and the potential consequences that may happen. The childminder helps children manage minor conflicts and disagreements. She teaches them how to share and take turns. Children learn use their manners. The childminder models this by saying 'thank you' when children help her to tidy up. Children learn to keep themselves safe. Outdoors, the childminder teaches children how to safely climb up and down a small ladder.

p.2

The provision is good

Children benefit from trips into the local community with the childminder. They enjoy travelling by bus to the local library and attending toddler groups with other children. This helps them develop their confidence and practise their social skills in a wider group. Children enjoy spending time in the garden developing their physical skills. The childminder teaches them how to build sandcastles using buckets and spades. Children are confident and provide visitors with a menu, they take orders and pretend to make food for them.

p.2

need to do better?

n The childminder has established a clear curriculum. She knows what she wants children to learn before starting school. The childminder prioritises children learning skills they will need to succeed in the next stage of their education such as the ability to communicate clearly. She has a clear learning intent with each activity she provides and sequences learning well to build on what children already know and can do. n The childminder promotes children's communication and language skills well. She teaches younger children new vocabulary, for example the names for different fruits and vegetables. The childminder adapts her language to suit the different abilities and ages of children present. For example, she uses simple words and phrases with younger children and more complex instructions for older children. The childminder gives children plenty of time to think and respond when she asks them questions. This helps them to share their own

p.2

need to do better?

ideas. n The childminder supports children's mathematical development. Young children learn how to count different coloured worms. Older children learn to recognise different quantities, and some begin to associate these to a numeral. Children use mathematical language to describe things they build such as 'large' and 'tall'. The childminder helps them to compare the size of different objects using words

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need to do better?

24 June 2025 like 'bigger' and 'smaller'. n The childminder supports children with special educational needs and/or disabilities (SEND) well. She adapts her routine and activities to ensure that all children are included. The childminder works in close partnership with other settings that children attend to share information and ensure a continuity of care. As a result, children with SEND make excellent progress from their starting points in learning. n The childminder reflects on her skills and practice regularly. She identifies gaps in her knowledge and attends training to close these gaps. For example, she recently attended a training to further support children with SEND. The childminder implements ideas and new skills she learns from training courses to better support the children in her care. n Generally, the childminder promotes children's independence well. At mealtimes she encourages children to feed themselves. However, on occasion, the

p.2

need to do better?

childminder completes tasks for children without giving them time to try for themselves. For example, the childminder puts children's shoes on for them. When children need to blow their nose, the childminder does this for them. This does not give children the best possible opportunities to be fully independent with their self-care skills before starting school. n Parents are happy with the care provided by the childminder. They praise the range of activities the childminder provides and say they feel very well-informed about what their children have enjoyed with the childminder. The childminder has established strong partnerships with parents and regularly provides them with information about what their children need to learn next.

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 provide children with further opportunities to promote their independence with their personal hygiene and self-care.

p.3

Setting details

Unique reference number EY418650 Local authority Nottinghamshire County Council Inspection number 10409379 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 12 Date of previous inspection 10 February 2020

p.4

Information about this early years setting

The childminder registered in 2010 and lives in Beeston, Nottingham. She operates all year round from 7.30am to 5.30pm, Monday to Friday. The childminder holds an appropriate qualification at level 3. The childminder provides funded early years education for children aged between nine months and four-years-old.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

24 June 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

24 June 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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