Childminder EY549059

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 and co-childminder form warm, trusting relationships with children and their families from the outset. Effective settling-in procedures ensure that children feel emotionally secure and ready for the move from home to the setting. Children are very happy and settled. They are eager to play and motivated to learn.

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The provision is good

The childminder and co-childminder provide children with an age-appropriate curriculum that reflects their interests and stages of development. Young children engage in a wide range of stimulating activities, both indoors and outdoors, to promote their curiosity and independence. They explore textures and develop early mathematical knowledge as they fill and empty different sized containers with sand and water. The childminder sits alongside children to support their play. She supports children's growing communication and language skills effectively. The childminder introduces language such as 'more' and 'full' as children explore capacity. She asks questions that allow young children time to think and respond. For example, the childminder asks what they think they could use to transport water. Children are becoming independent and are developing a 'can-do' attitude. They help to tidy away toys and try to put on their shoes before going outside. The

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The provision is good

childminder has high expectations for children's behaviour. Children know what is expected from them, for example to use good manners and to sit at the table at mealtimes. Young children play cooperatively with their friends and are learning to share and take turns. They are well mannered and say 'please' and 'thank you' throughout the day.

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need to do better?

n The childminder and co-childminder work effectively as a team. They have a secure knowledge of child development and create a warm, homely environment to help children feel safe and confident. Children make good progress in their learning and development. n The childminder is committed to ongoing professional development and regularly attends training to strengthen her practice. She reflects on the quality of her provision and works closely with her co-childminder to identify and implement improvements. This drives continuous development across the setting. n The childminder provides children with some experiences to support their understanding of the world around them. For example, they look at maps of the United Kingdom and the wider world to help them make connections, such as identifying where they have been or where they are going on holiday. The childminder reads children stories about cultural celebrations and they engage in

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need to do better?

creative activities. However, the childminder does not provide children with enough experiences to learn about a variety of differences, such as different family makeups and other aspects of diversity. This means children's

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need to do better?

8 August 2025 understanding and acceptance of people who are different from themselves are not always fully supported. n The childminder promotes children's health and well-being effectively. Children enjoy nutritious, home-cooked meals and snacks and follow good hygiene routines. However, the childminder does not consistently explain the reasons behind healthy habits, such as drinking to stay hydrated or using sun protection. This means opportunities for children to develop a deep understanding of healthy lifestyles are sometimes missed. n Children have daily opportunities for fresh air and exercise, regardless of the weather. They develop strength in their bodies as they run, climb and balance on apparatus. Young children help to grow and pick vegetables, which teaches them about nature and where food comes from. Children make links to home. For example, they pretend to mow the grass with push-along toys, displaying

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need to do better?

imagination and good memory skills. n Young children sleep safely and soundly in a calm, well-prepared environment. The childminder follows consistent sleep routines that respect each child's individual needs and parental preferences. She supports their well-being, making regular checks to ensure children sleep comfortably and safely. n The childminder has good relationships with parents. She shares information with them in a range of ways. For example, she talks to them at drop-off and collection times, sends digital messages and adds information to online learning records. This ensures parents receive timely information about children's development, daily routines and individual achievements. Parents' feedback is positive. They praise the high quality of care and education their children receive.

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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 children with clear and consistent explanations about the importance of healthy routines, to deepen their understanding of how these support their overall health and well-being n provide children with a wider range of experiences to explore different cultures, beliefs and family structures to deepen their understanding of diversity and better prepare them for life in modern Britain.

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Setting details

Unique reference number EY549059 Local authority Herefordshire Inspection number 10398606 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 operates from her co-childminder's home in Bringsty, Worcestershire. The childminder operates all year round, Monday to Friday, from 8am to 5pm, except for bank holidays and family holidays. She holds an appropriate early years qualification at level 3. The childminder offers funded early education for children aged from nine months to three years.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 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 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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