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 Good

p.1

The provision is good

Children enjoy the time they spend in the warm, homely environment that the childminder creates. Children form close bonds with the caring and kind childminder, which means children are confident to explore activities. These are planned around children's interests, supporting a good level of engagement. All children, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points.

p.2

The provision is good

The childminder provides a very nurturing approach to the children in her care. She promotes children's positive attitudes to learning. Children relish in the abundance of praise the childminder provides for their efforts and achievements in activities. This supports children to feel safe and secure in her care. From a young age, children follow the childminder's simple instructions and learn how to share resources. For example, children are supported to wait for their turn to play with the magnifying glass. All children tidy up the toys before starting a new activity. Children show kindness to each other, which is a direct result of the kindness modelled and shown to them by the childminder.

p.2

The provision is good

Children take part in a wide range of experiences that support their learning and development in the local community and wider world. The childminder plans regular outings, such as trips to the farm, country parks, soft play centres and the local airport. These activities help children to build their confidence in new social situations.

p.2

need to do better?

n The childminder tailors settling-in sessions to families' needs and gathers detailed information from parents about their children's interests and abilities before they start in her care. This information helps the childminder to provide a well-planned and engaging curriculum. The childminder regularly reviews children's progress and identifies what they need to learn next. She shares this information with parents to ensure the learning can continue at home to support the progress children make. n The childminder ensures that the curriculum is tailored and inclusive for children with SEND. She works closely with external agencies, such as paediatricians and speech therapists, to provide targeted support for children. n Children benefit from being physically active every day. They have daily access to the childminder's garden, which is safe and secure. Children squeal with laughter as they run around, negotiating space and using their large muscles as

p.2

need to do better?

the childminder squirts them with water. This helps to promote children's physical health and well-being. n Children are highly focused and concentrate well. For example, they use

p.2

need to do better?

24 June 2025 tweezers to search for hidden plastic bugs in straw. This helps develop their wrist and hand muscles in preparation for writing. The childminder supports the children well by modelling how to use the tweezers and a bug catcher. She responds with praise when they find the insects, building on their self-esteem. n Children take part in a range of activities that support their learning. For example, they listen with interest to stories and the childminder uses props effectively to capture their attention and bring stories to life. During baking, children are encouraged to explore and take part, such as when whisking flour and eggs together. However, the childminder does not always adapt her practice to extend children's learning and build on what they already know. This means children are not always supported to deepen their knowledge and understanding. n The childminder establishes daily routines that support children to develop their

p.2

need to do better?

independence. As a result, children become increasingly confident in managing their self-care needs, such as washing their hands and putting on their shoes for outdoor play. The childminder promotes resilience by encouraging children to persevere when facing challenges. This approach helps children develop the independence they need in readiness for school. n Overall, the childminder builds on children's communication skills well. However, younger children are not consistently supported to develop their emerging understanding of words to enhance their language and speaking skills. For example, when younger children mispronounce words, the childminder does not always model the correct vocabulary or pronunciation. n The childminder incorporates mathematical activities into the curriculum to prepare children for their next stage of learning. For example, she encourages children to count cupcake cases during baking, and children demonstrate their

p.3

need to do better?

understanding by repeating the numbers out loud. She further supports children's early mathematical skills by singing number rhymes and reading stories that include counting.

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 build on teaching skills to recognise when children are ready to take their learning further, helping them to deepen their understanding n strengthen support for younger children's early language development by consistently modelling correct vocabulary and pronunciation.

p.3

Setting details

Unique reference number EY427818 Local authority Nottingham Inspection number 10388793 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 5 Date of previous inspection 30 July 2019

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Bulwell, Nottingham. She operates all year round from 7.30am to 6pm, Monday to Friday, except for Christmas week, bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder and inspector toured the premises and discussed the measures in place to ensure they are safe and suitable. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector looked at written feedback from parents and took their views into account. n Children spoke with the inspector during the inspection.

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.

p.4

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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6