Childminder EY429287

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 becoming increasingly independent, encouraged by the childminder. They learn to put on their shoes and wash their hands before eating. Children develop small-muscle skills as they are encouraged to dress themselves, ready to go outside and play. When children struggle, the childminder ensures they receive the support and encouragement they need to succeed. This helps to ensure that children develop a positive attitude towards learning.

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The provision is good

Children learn about the world around them through interesting activities. They show fascination as they learn about ice and how it melts. Children develop small- muscle skills as they use small tools to crack blocks of ice and free toy animals frozen inside. The childminder extends children's learning as she provides warm water and salt. She talks to children about how these help to melt the ice. Children develop good concentration skills as they sustain their engagement. Children benefit from fresh air and time spent outdoors each day. They learn about sinking and floating as they drop different natural objects in puddles. The childminder introduces new language to expand children's vocabulary and understanding. Children develop positive relationships with the childminder. They seek comfort and reassurance when hurt or upset. Children appear comfortable and confident in exploring their surroundings and taking part in activities.

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need to do better?

n The childminder knows what she wants children to learn and plans activities to reflect what they need to learn next and their interests. For example, the childminder notices children enjoy lining up blocks to create patterns. She uses this activity to teach them about repeated patterns using different colours. Children watch and listen before they repeat the patterns modelled. n Overall, the childminder supports children's communication and language well. She comments on and repeats information to help build children's knowledge and understanding. The childminder generally encourages children's speech, asking them to identify the quantity of objects, such as dots or sides on a shape. However, the childminder does not always give children enough time to listen and respond to her questions before she answers them herself. n The childminder regularly plans a good range of activities and outings to support

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need to do better?

children's physical development. For example, children learn to jump and climb as they attend soft-play sessions. Children also develop the smaller muscles in their hands as they use pencils and chalks to make marks and draw pictures. This supports their early literacy skills. n The childminder supports aspects of children's mathematical understanding. For example, she encourages children to recognise and name triangles and circles as they draw. However, the childminder focuses on teaching children to recognise

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need to do better?

4 August 2025 written numerals before they can count with confidence. This results in children struggling to understand and sometimes losing interest in activities. n The childminder supports children's emotional well-being as she helps them to understand and recognise different feelings. For example, she helps children learn about strategies to feel calm when they feel angry, such as breathing techniques. Children also learn to name their emotions as they identify things that make them happy. n The childminder prioritises children's social skills. Children benefit from outings in the local community. They attend a variety of activities, such as toddler groups, woodland walks and trips using different transport. Children meet different people and make new friends. They learn to take turns and share with other children. n The childminder works collaboratively with parents. Parents receive information about how well their child is developing. The childminder also shares ideas for

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need to do better?

home learning. For example, the childminder shares strategies to support children's understanding of emotions at home. n Children learn to behave well. The childminder reinforces her expectations to support children's understanding. For example, she encourages children to use 'indoor voices'. The childminder models how to care for resources and shows children where they belong. Children learn to take responsibility for the environment as they help tidy away toys before snack. n The childminder works well with the local school. She shares information with children's teachers to ensure consistency in education and care. Children attend special school events, such as sports day and Christmas performances, with the childminder. This helps children to become familiar and confident in a school environment, which they will later attend.

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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 provide more time for children to think and respond to questions to help them develop their language and thinking skills n develop the sequencing of the mathematics curriculum in order to build on children's current mathematical knowledge and skills.

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Setting details

Unique reference number EY429287 Local authority Nottinghamshire County Council Inspection number 10399690 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 12 Number of children on roll 8 Date of previous inspection 11 December 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Kirby-in-Ashford, Nottinghamshire. She operates all year round, from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She is registered to work with an assistant. The childminder provides funded early education for two-, three- and four-year-old children.

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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 and assistant 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 is implemented and the impact that this has on children's learning. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

4 August 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

4 August 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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