Childminder EY432468

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

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The provision is good

Children have a sense of belonging in the childminder's home. The childminder prints off photos of children and their peers engaged in activities and on outings. Children see these displayed on walls and have their own bag containing their own set of photos to look at. This encourages children to remember familiar people and confidently talk about places they visited and where they would like to go again.

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The provision is good

Older children join activities the childminder plans to help them learn about different craft techniques that are used in other countries, such as Japan. This includes the childminder asking children to work as a team to collect different flowers in the garden, such as the petals from roses and lavender. Children sandwich flower petals between paper and material. They use toy hammers and rocks to crush the flowers, showing delight and a sense of achievement when the petals leave colours on the material.

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The provision is good

Older children are keen to explore technology. The childminder shows them how to use a remote control to turn a light box a different colour. Children speak into an electronic device, asking it to play music. Younger children develop their hand-eye coordination. They copy the childminder and show concentration when she shows them how to pull small sticks out of cardboard.

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need to do better?

n Prior to children attending her setting, the childminder gets to know children at playgroups, where they attend with parents. Furthermore, she invites children to spend time in her home to help them become familiar with the environment. The childminder finds out about children's interests and provides for these. Parents say that their children form strong, secure bonds with the childminder. This contributes to promoting children's emotional well-being. n The childminder supports children's communication and language skills well. For instance, she makes noises that animals make, such as a duck, for younger children to copy. The childminder introduces new words for older children to learn, helping to build on their vocabulary. Children learn the names of plants in her garden and traditions from around the world. n The childminder shares information with parents about their children's day. This includes holding discussions with them about how she intends to support their

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need to do better?

child's development. She sends parents photos of activities children enjoy. Parents are supported to continue their children's learning at home, such as to read stories and borrow toys from the childminder, to build on their development. n The childminder observes and assesses children to help identify what they need to learn next. This includes for some children to learn how to share. For

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need to do better?

23 July 2025 instance, she talks to older children about how they can complete puzzles together. Furthermore, she helps children to learn how to be kind to insects. n Children are keen to explore and investigate, such as in the childminder's garden. However, sometimes the childminder does not support older children to understand why some boundaries are in place. For instance, the childminder asks children not to touch nettles, thorns on roses or to eat mint from the garden. She does not help them to understand why this is not appropriate. n The childminder provides nutritious meals and drinks for children to promote healthy eating. Children learn why the childminder only offers them water to drink, so as to promote healthy teeth. The childminder talks to children about the importance of brushing their teeth, to help them learn how to promote their own oral health. n The childminder plans exciting activities that children are keen to take part in.

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need to do better?

However, occasionally, the implementation of some activities does not fully engage and support younger children's learning as much as older children's. Therefore, during these times, younger children are not able to fully build on what they already know and can do. n The childminder reflects on her practice and finds ways to build on her professional development. This helps to develop her knowledge of how to support children's learning. For instance, she reduces the number of activities she offers children outdoors during their self-chosen play, to encourage them to concentrate and be less distracted in their learning.

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.

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should:

n help older children to understand why boundaries are in place n adapt the implementation of planned activities to engage and support younger children's learning more effectively.

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Setting details

Unique reference number EY432468 Local authority Nottinghamshire County Council Inspection number 10398320 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 14 Date of previous inspection 15 October 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Misson, Doncaster. She operates all year round from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for children age nine months upwards. The childminder holds an appropriate level 6 qualification.

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Inspection activities

n The childminder and 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 Feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

23 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

23 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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