Childminder EY221862

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 confident to speak and interact with the childminder. They hold back- and-forth conversations with her, moving from one topic to another with ease. Children learn new words when they play with different objects. For instance, during role play, the childminder helps them to identify and name an aubergine. This helps to build on children's vocabulary. Children take a keen interest in the world around them. When they look at the wind blowing trees in the garden, the childminder helps them to learn about other weather conditions, such as how a rainbow is formed.

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The provision is good

Through the childminder's interactions with children, she shows them respect and how to care and be concerned for people's well-being. This results in children apologising when their skipping rope touches the childminder's foot and reminding the childminder to be careful of her sunglasses when she uses equipment. When children are given new resources to use, the childminder explains how to use it, such as a skipping rope. Children make large movements with their arms as they persevere to make the rope go over their head. When they achieve this, children show a sense of achievement and happily say, 'I did it'.

p.2

The provision is good

The childminder models using good manners which results in children using good manners themselves. For instance, when children play in sand and the childminder fills a teapot for them, children reply, 'Thank you very much.' The childminder replies, 'You are welcome'.

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need to do better?

n The childminder's curriculum is to identify what each individual child needs to learn next. This includes supporting children's understanding of mathematical concepts. For instance, the childminder helps children to identify shapes in books. Children are supported to recognise an oval, diamond and heart. n Children are supported by the childminder to promote their own and others' safety. For instance, the childminder talks to children about staying with their parents when they go near the sea. Children learn the importance of keeping their bodies private. Furthermore, the childminder helps children to understand that other children may have allergies and not to share their food. n The childminder has rules in her home and talks to children about these, helping them to understand her expectations for their behaviour. The childminder models how to share when she plays alongside children. Children learn how to

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need to do better?

use tools safely, such as knives to butter toast at snack time. n The childminder asks children to help her prepare meals. Children roll meatballs in their hands and tell visitors they have to wash them afterwards. Children remember using rolling pins when they helped the childminder to make sausage

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need to do better?

28 July 2025 rolls. This helps children to understand how to make freshly prepared meals. n Children show that they enjoy playing alongside the childminder. However, when they encounter difficulties or struggle to complete tasks by themselves, the childminder steps in and does this for them. Therefore, children are not fully supported to think critically and solve problems in their play. n Information about children's daily routines, care and learning is shared with parents. This helps to keep them informed about their children's day. For instance, the childminder talks to parents and shares them photos of activities children enjoy. The childminder offers parents support to continue their child's care and learning at home. This includes giving them ideas of food to offer children to help expand their diet and to provide appropriate shoes when younger children begin to walk. n The childminder supports children to meet their personal care needs. For

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need to do better?

instance, she helps children to learn how to use the toilet by themselves. When children wash their hands, the childminder gives children instructions to help them understand how to wash them thoroughly. n The childminder attends training courses to develop her knowledge of how to promote children's safety, such as safeguarding, first aid and food hygiene. However, there are gaps in her knowledge of how to support children's literacy skills, such as how to help children learn letter sounds when they show an interest in this. She has not identified ways of how to increase her knowledge further.

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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 to think critically and solve problems in their play n build on professional development to increase knowledge of how to build on children's literacy skills.

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Setting details

Unique reference number EY221862 Local authority Nottinghamshire County Council Inspection number 10398525 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 6 Date of previous inspection 28 October 2019

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Information about this early years setting

The childminder registered in 2002 and lives in Carlton, Nottinghamshire. She operates all year round from 7.45am until 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for children age nine months upwards.

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

28 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

28 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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