Childminder EY473223

Overall effectiveness Good

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

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The provision is good

Children are happy and content as they play with the toys and resources available to them in the childminder's home. The childminder accurately assesses what children can do through observing them as they play and uses this information to prioritise what skills they need to learn next. She plans a range of activities based on children's interests to support their good progress. Children are confident in the environment as they explore play opportunities, showing that they feel safe and settled.

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The provision is good

Children are encouraged to be kind and caring, to share and take turns. The childminder deals with minor disagreements promptly by discussion with the children, to help them to understand concepts of turn-taking and following instructions. Children are praised regularly throughout the day for doing something well or for being kind, which helps build their self-confidence and sense of pride.

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The provision is good

The childminder has developed a curriculum to meet each child's needs. Children develop their small-hand muscles as they roll play dough and cut out shapes, supporting their physical development. Children's independence is supported as the childminder encourages them to ask for things they need if they cannot reach them for themselves. Children show increasing periods of concentration as they make patterns in sand with their fingers.

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need to do better?

n The childminder is clear about her intentions for children's learning. She uses information from parents, and her own observations, to plan meaningful experiences for children to support their good progress. For example, the childminder uses local parks to develop children's understanding of the world around them. Children's next steps are sequenced and well thought out. She regularly assesses children's progress and tracks their development. n The childminder models good speech and language skills. She constantly models language as she plays alongside children. She introduces new words and repeats these so that children have plenty of opportunity to hear them. For example, as they play with farm animals the childminder repeats the name of each animal. However, she does not always give children enough time to use new vocabulary and engage in conversations. n The childminder skilfully introduces mathematical language as children play and

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need to do better?

during everyday routines. For example, children sort animals into bowls. They develop their small-muscle skills as they use tweezers to pick up the animals and count how many they have in each bowl. During daily routines, the childminder talks about children cutting pieces of melon in half. n Children are supported to be independent. Children are encouraged to tidy away

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need to do better?

21 July 2025 their toys to make space for new ones and to wash their own hands before eating snack. They make choices about what they would like to eat and develop new skills as they learn to cut fruit up safely at snack time. The childminder talks to children about keeping their bodies healthy and hydrated and encourages children to help themselves to water throughout the day. n Children enjoy a wide range of stimulating activities. They are free to choose from numerous toys and activities indoors. Children enjoy sharing stories with the childminder and find books themselves that they would like the childminder to read to them. The childminder uses different groups and activities in the local community to widen children's experiences and develop their social skills, such as trips to the local allotments. n The childminder has a close working relationship with the children's families. She knows who is important to the children, and understands the significance of

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need to do better?

important family events. Parents value how quickly their children settled, and are happy with the childminder's communication about their children's development. However, the childminder does not share information about children's development when they move to other schools and nurseries to help transitions to be as smooth as possible for children. n The childminder reflects on her practice and has made significant improvements since her last inspection. She understands the importance of training to ensure her practice and knowledge remains at a high level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support children to use new vocabulary as they play to further develop their communication skills n strengthen information-sharing processes to support children's transitions to other settings.

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Setting details

Unique reference number EY473223 Local authority Nottingham Inspection number 10381140 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 29 November 2024

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Information about this early years setting

The childminder registered in 2014 and lives in Clifton, Nottingham. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She provides places for children in receipt of government funding.

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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 and the childminder. She also took account of the views of parents. The inspector observed the quality of interactions between the childminder 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,

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Inspection activities

the suitability of the childminder and other household members and a sample of policies.

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Inspection activities

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

21 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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