Childminder EY548848

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

The childminder forms warm, nurturing relationships with children. She offers regular praise, cuddles and reassurance, helping children feel safe and valued. Carefully planned settling-in procedures help children to feel emotionally secure and ready for the move from home to the setting. Young children demonstrate a strong sense of belonging. They confidently express their wants and needs. Children ask for more food at lunchtime, use the toilet competently and make independent choices about their play.

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The provision is good

Children make good progress from their individual starting points. The childminder implements an ambitious curriculum inspired by children's interests and informed by their next steps in learning. Children have lots of opportunities to be physically active outside in the fresh air. They are familiar with daily routines and demonstrate high levels of engagement in their play. Young children sit alongside their friends and take part in group activities, such as circle time. They listen attentively to stories read by the enthusiastic childminder and join in with action songs and rhymes. The childminder supports children's communication and language skills well. She asks questions to encourage children's thinking skills and provides opportunities for children to describe and comment on what they see in the story book. The childminder sensitively corrects children when they mispronounce words. She repeats words clearly to help children develop accurate speech and extend

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need to do better?

n The childminder and co-childminder make a good team. They work collaboratively to provide high-quality care and education to all children. The childminder demonstrates a good understanding of child development. She creates a warm, nurturing environment where children feel safe and ready to learn. n The childminder is committed to continuous professional development and actively engages in training to enhance her already good knowledge and skills. She regularly reflects on her practice, and with her co-childminder, they identify areas for further development. This reflective approach ensures ongoing improvements to the quality of provision and supports positive outcomes for children. n The childminder provides children with healthy, home-cooked meals and snacks to support the development of positive eating habits. Children are beginning to understand where food comes from through hands-on experiences. They plant

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need to do better?

seeds, observe their growth and harvest vegetables, such as tomatoes, beetroot and courgettes. These are sometimes used in their meals, offering valuable learning opportunities. However, the childminder does not always help children

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need to do better?

8 August 2025 make clear links between the food they eat and what they have grown, which limits the depth of their understanding about food origins and healthy lifestyles. n The childminder provides some opportunities for children to engage with technology in the setting. For example, they occasionally use a device to listen to songs or rhymes. Although the childminder knows that children use digital technology at home, she does not build on this within her setting to further support children's understanding of how technology can be used safely and appropriately in everyday life. n The childminder has high expectations for children's behaviour, which are clearly communicated and embedded in daily routines. Children know what is expected of them and behave very well. They sit calmly during mealtimes and respond promptly to instructions with minimal adult support. The childminder models respectful behaviour and uses praise and gentle reminders to reinforce

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need to do better?

expectations. Children play cooperatively with their friends and are learning to share and take turns. The youngest children use good manners and say 'please' and 'thank you' when prompted. n Care routines are well-established and support children's independence and well- being. Children are encouraged to use the toilet independently, and the childminder offers support when needed. For example, the childminder sensitively suggests using the steps to reach the sink for handwashing. Nappy- changing routines are respectful and hygienic. n The childminder has good relationships with parents. She shares information with them in a range of ways. For example, she speaks to them at drop-off and collection times, sends digital messages and adds information to online learning journals. This ensures parents are well informed about their children's development, routines and individual achievements. Parents are happy with the

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need to do better?

quality of care and education their children receive. They value the setting's strong communication and the childminder's warm and caring approach.

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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 strengthen opportunities for children to understand where food comes from and appreciate good nutrition and healthy eating n support children to develop the knowledge and skills they need to use digital technology safely and confidently.

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Setting details

Unique reference number EY548848 Local authority Herefordshire Inspection number 10398605 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 13 Date of previous inspection 1 November 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Bringsty, Worcestershire. She works with a co-childminder and operates all year round, Monday to Friday, from 8am to 5pm, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 5. She offers funded early education for children aged from nine months to three years.

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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 the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

8 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

8 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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