Childminder EY543521

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 get to know the childminder and her home gradually to support their emotional well-being. If children are upset when they arrive, they receive comfort from the childminder and sit on her knee. She uses distraction to help children settle, such as talking about images they have on their clothes and toys they can play with. This is successful in helping children to settle quickly and to feel safe and secure in her care. Children with additional needs are provided with resources to help them regulate their behaviour. For instance, the childminder ensures that books are readily available and children have time to look at these and rest.

p.2

The provision is good

Children make independent choices as they select toys, such as pretend doctor's equipment, helping them learn about this occupation. The childminder explains the name of the equipment they use and what it is used for, such as a thermometer to check if a person is hot or cold. Children show that they enjoy playing alongside the childminder. They learn how to play cooperatively when the childminder models this, such as handing out tongs and toy tweezers for children to use. When children use this equipment to pick up small objects, it helps to develop the muscles in their hands in preparation for early writing.

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need to do better?

n The childminder's curriculum focuses on supporting children's communication, physical and social skills before moving them on to other aspects of learning. She observes children's abilities and identifies what they need to learn next. All children, including those with additional needs, make good progress from their starting points in learning. n Children are supported to build on their knowledge of the world around them. The childminder helps them to identify a helicopter they see in the sky, explaining it is noisier than an aeroplane. When children look at pigeons in her garden, she helps them understand that the birds are carrying sticks to take to the tree to make their nest. n The childminder works in partnership with other professionals to help children with additional needs. For example, she discusses and implements strategies to build on children's understanding, such as displaying images on toy boxes to

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need to do better?

help children select and put away toys and resources themselves. n The childminder helps children to learn how to behave positively. She has rules and boundaries in her home and reinforces these, when necessary. The childminder praises children for using good manners. She encourages children to put toys away indoors before they get others out. Children are keen to help and say that they prefer to do this instead of going outside. n The childminder completed a training course to develop her knowledge of how to support children's communication and language skills. She generally does this

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need to do better?

25 July 2025 well, such as narrating when she plays alongside children. However, sometimes, when the childminder asks children questions, she does not give them enough time to answer. This means children are not always given the opportunity to think, process the information and respond. n Children are supported to understand and manage their feelings and emotions. For instance, when children become frustrated, the childminder shows children different facial expressions and helps them to understand how they are feeling. n Overall, the childminder shares a good range of information with parents about their children's care and learning. This includes holding discussions with them on collection and sending parents photos to show activities their children enjoy. However, unless the childminder has concerns about children's development, she does not offer parents ideas about how they can continue their children's

p.2

need to do better?

learning at home. This does not promote consistent partnership working with parents to support all children's learning. n The childminder reflects on her practice and makes changes to improve experiences for children. For example, when she takes children to attend groups away from her home, if children do not engage in learning, she changes to a different group. This is to ensure that children benefit from learning experiences being offered while playing alongside others to help develop their social skills.

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 implement knowledge from training and use more effective questioning techniques, allowing children more time to process and respond to questions n provide all parents with ideas and suggestions about how they can continue their children's learning at home.

p.3

Setting details

Unique reference number EY543521 Local authority Nottinghamshire County Council Inspection number 10398442 Type of provision Childminder

p.4

Registers

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

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inspection

Total number of places 12 Number of children on roll 14 Date of previous inspection 22 October 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Gedling, Nottingham. She operates all year round from 7.30am until 5.30pm, 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 3 qualification. She works with an assistant.

p.4

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 Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

25 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

25 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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