Childminder EY441628

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 care. They show positive relationships with the childminder and their peers. For instance, children sit on a see-saw and laugh as the childminder sings them a song. Children receive praise from the childminder for being helpful, supporting children to recognise their positive behaviour. For instance, older children use the childminder's hand-held vacuum to remove rice off the floor; they put dirty cloths in the washing machine when children have finished wiping their hands and faces after snack time.

p.2

The provision is good

Children are supported to learn about road safety when she takes children for walks in the community. The childminder helps children to understand the importance of wearing seat belts when they travel in vehicles. This helps to promote children's safety.

p.2

The provision is good

Children confidently move around the childminder's home, selecting toys and resources to promote their interests. Children are supported to develop their physical skills. For instance, the childminder holds out her hands to encourage younger children to begin to walk towards her. Children play ball games with the childminder, such as kicking a football between them. This contributes to children developing their balance and coordination and sharing the ball.

p.2

need to do better?

n The childminder helps children to develop their maths skills. For instance, she talks to children about numbers that are significant in their lives, such as their ages. Children learn how to count when the childminder models this. This results in children beginning to use numbers in their play. Older children are supported to learn how to identify different shapes. For instance, the childminder describes that a rectangle has two long sides and two short sides. n Overall, the childminder supports children's communication and language skills well. When she talks to older children, she asks them questions to encourage their thinking skills and to remember previous events. However, the childminder's curriculum to support younger children's early speaking skills is not as effective. Sometimes, the childminder speaks to younger children in long sentences, which does not help them to learn single words. n The childminder builds on her professional development. She gathers

p.2

need to do better?

information from other childminder's social media and attends training courses. Recent training helps to develop her knowledge of how to provide children with objects they see at home to explore, investigate and support their learning. n Relationships with younger children are sensitive and responsive. For example, when the childminder changes children's nappies, she interacts with them positively, helping them to form strong bonds with her.

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need to do better?

8 July 2025 n The childminder provides children with activities to develop the strength in their fingers and their hand-eye coordination. For instance, she offers children resources, such as chalk and paintbrushes with water to make marks. Younger children copy the childminder when she shows them how to use paintbrushes. Older children confidently use chalk by themselves. This contributes to children learning skills that will help them with early writing. n Information about children's abilities is gathered from parents when children first start attending. The childminder uses this to help her identify what children need to learn next. The childminder shares information with parents about children's achievements. She supports parents to continue children's learning at home, such as offering suggestions for them to take their children to libraries to help develop a love of books and to sing songs with their children.

p.2

need to do better?

n The childminder helps children to develop their knowledge of local attractions. For example, she takes children to parks to help challenge their physical abilities as they access larger equipment. The childminder takes children to see animals and to learn about different animals that live near them. n When children are curious to explore musical instruments, the childminder shows them how to bang instruments, such as plastic tubes, on the ground to create a sound. Children copy the childminder as she bangs them to the rhythm of songs she sings. This enables children to be creative in their play.

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 develop the implementation of the curriculum to build on younger children's early speaking skills.

p.3

Setting details

Unique reference number EY441628 Local authority Nottinghamshire County Council Inspection number 10398815 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 12 Number of children on roll 5 Date of previous inspection 11 November 2019

p.4

Information about this early years setting

The childminder registered in 2012 and lives in Worksop, Nottinghamshire. She operates all year round, from 8am until 4.30pm, Monday to Thursday, 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 3 qualification. She works occasionally with an assistant.

p.4

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.

p.4

Inspection activities

8 July 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

8 July 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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