Grundy, Benjamin Peter

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

The childminder and his assistant develop positive relationships with children. They understand children's care needs well. Children show they feel safe and secure with the childminder and his assistant as they frequently go to both of them for cuddles and reassurance. Children happily explore resources and develop their mobility as they crawl to get toys that are out of reach. They benefit from well-planned daily routines, which support their emotional and welfare needs effectively.

p.2

The provision is good

The childminder and his assistant support children's communication and language as they read stories and sing rhymes throughout the day. Children enjoy joining in and dance as they sing, 'head, shoulders knees, and toes', pointing to the correct body part as they sing the song.

p.2

The provision is good

Children are keen to learn and show positive attitudes to practising skills, such as mark making. Older children develop their ability to hold different tools and mark- making equipment. For example, they use a screwdriver to take screws out of the back of a toy so that they can replace the batteries. Younger children build with blocks and carefully place each block on top of the last one to build a tower.

p.2

need to do better?

n The childminder and his assistant plan their curriculum well to support what children need to learn next. For example, they introduce younger children to new vocabulary so that they can name familiar animals. They encourage children to develop an understanding of the world around them, such as discussing what they see when outside their home. However, at times, the childminder and his assistant do not make the best use of spontaneous opportunities to support children's individual learning. For example, at times they give children solutions to problems rather than providing children with time to find their own answers. n Children respond well to the consistent boundaries for behaviour. They listen to the childminder and his assistant's gentle reminders and learn to be kind and thoughtful towards others. For example, children are reminded to wait for their turn to play with toys. The childminder and his assistant talk to children about

p.2

need to do better?

their feelings and provide reassurance when they are feeling anxious. n Children's care needs and well-being are carefully considered. The childminder and his assistant encourage children to bring toys from home to help them settle and give them time to cuddle their fluffy toy rabbit for reassurance as they play. The childminder and his assistant work with other professionals well. For example, they take children to the local school to collect older children so that they become familiar with the school environment. This helps them to settle when they transition to school. n Older children enjoy recognising numerals as they play games with the

p.2

need to do better?

11 July 2025 childminder and his assistant. They count the correct number of straws to match each numeral. The childminder and his assistant focus on counting objects as they build towers of bricks. However, they do not extend the breadth of children's mathematical skills, understanding and knowledge beyond basic numeracy. n Parents praise the childminder and his assistant's care. They state that children love attending and enjoy the childminder and his assistant's gentle guidance and affection. Parents appreciate the daily updates about their children's care and learning. They describe how their children's language and social skills have improved. n The childminder and his assistant ensure that children have lots of opportunities to exercise outdoors, to help them build strong and healthy bodies. Children regularly visit local parks to develop their large muscles. They enjoy dancing as they sing songs inside, developing their balance and coordination. Children move

p.2

need to do better?

with pleasure and confidence as they change the speed of their movements, jumping quickly and then slowly. n The childminder is keen to improve aspects of his practice that he feels will further benefit children's experiences. He provides his assistant with regular supervision meetings and they both benefit from training opportunities. For example, they have developed how they support children's communication and language skills through using signing and repeating new vocabulary to support children to understand and use new words.

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 support children's individual learning needs and styles more consistently, to help them explore their own ideas and build on what they know and can do n provide more opportunities for children to further enhance their mathematical thinking and skills.

p.3

Setting details

Unique reference number EY437981 Local authority Nottinghamshire County Council Inspection number 10392395 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 6 Date of previous inspection 20 August 2019

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Trowell, Nottinghamshire. He works with an assistant. The childminder operates all year round, Monday to Friday, from 7.30am to 5.30pm, except for family holidays. The childminder provides places for children in receipt of government funding.

p.4

Inspection activities

n The inspector observed a range of play activities in the childminder's home. She considered, with the childminder, the impact of teaching on children's learning and development and discussed children's progress. n The inspector and childminder completed a learning walk around the setting. They discussed how the environment is organised and curriculum planned to support children's learning. The inspector took account of how the childminder completes risk assessments to ensure that children remain safe. n At appropriate times during the inspection, the inspector spoke to the children, the childminder and his assistant. She also took account of the views of parents. The inspector observed the quality of interactions between the childminder, his assistant and the children attending. n A sample of documentation that supports the effective management of the childcare was viewed by the inspector. This included evidence of qualifications,

p.4

Inspection activities

the suitability of the childminder and his assistant, and a sample of policies.

p.4

Inspection activities

11 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

11 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

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