Childminder EY436888

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 are supported to be independent and encouraged to do things for themselves from an early age. For example, young children confidently pour their own milk at snack time. They learn to put on their shoes and wash their hands when getting ready to eat. Children settle quickly and form strong emotional bonds with the childminder. They seek her out for cuddles and reassurance when needed.

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The provision is good

The childminder gets to know children well. She plans activities based on children's interests and individual developmental needs. Children have a positive attitude to learning and make good progress. The childminder plans activities that capture children's attention and sustained engagement. Children concentrate as they scoop rice to hide different objects of interest. The childminder talks to children as they play. She introduces some mathematical language as she comments, 'The dog is under the rice.' Children learn about the positioning of objects. The childminder regularly introduces songs and rhymes throughout the day. Children join in with the familiar words and actions. They dance and use props, such as scarves, as they move their bodies in different ways.

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need to do better?

n Overall, the childminder supports children's communication and language development well. She recognises and assesses where children need more support. She comments, repeats and pauses, giving time for children to process information given. However, on occasion she does not always use questioning effectively to promote back-and-forth conversations as well as she could. n The childminder supports children's love of books. For example, the childminder reads familiar stories, where children repeat phrases and words from the story. The childminder reads to children daily. Children access books to retell during free play, developing their story telling skills. n Children develop their social skills. For example, the childminder encourages children to take turns and share. Children play together and work well as a team. Additionally, the childminder plans outings and experiences that help children broaden their social skills with different children and people.

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need to do better?

n Children understand behavioural expectations. The childminder sets clear rules and routines. For example, before snack children follow instructions to tidy toys away. The childminder reinforces expectations when appropriate. For example, children put resources back where they belong when they have finished playing. n The childminder focuses on supporting children to understand emotions. Children confidently express their feelings and recognise the emotions of others. The childminder shares ways to respond to people's emotions, such as hugging someone who is sad. This supports children's understanding of relationships. n Children develop their larger muscles in the outdoors. The childminder provides

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need to do better?

18 July 2025 opportunities for children to access larger play equipment when visiting their local park. Children also attend a forest school play session, where children safely take risks when climbing. Additionally, children develop their smaller muscles using different tools. For example, children grasp bubble wands and scoop with spoons. n The childminder works well in partnership with parents. She shares information regularly with parents to support home learning and gain their feedback. For example, she shares strategies to support children's listening and attention skills. This supports a collaborative approach to their learning. The childminder also shares up-to-date information to other settings where children also attend. This ensures consistency in children's care and learning. n The childminder promotes healthy eating. She offers healthy and nutritious snacks. She also shares information with parents to encourage healthy lifestyles.

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need to do better?

Children learn about and taste different foods provided by the childminder, supporting a varied diet. Furthermore, the childminder supports children's awareness of the importance of good oral hygiene. Children access different activities, supporting their understanding of oral hygiene, such as role-playing teeth brushing. n The childminder targets professional development to help her meet the needs of the children she cares for. She actively reflects on her practice and identifies areas of development opportunities. This enables her to continually improve the care and education she offers.

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 strengthen the use of questioning to support children's communication and language.

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Setting details

Unique reference number EY436888 Local authority Nottinghamshire County Council Inspection number 10398589 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 5 Number of children on roll 11 Date of previous inspection 31 October 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Blidworth, Mansfield. She operates all year round from 7.30am until 6pm, Monday to Saturday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She occasionally works with her assistant.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

18 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

18 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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