Childminder EY536050

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 confidently separate from parents when they arrive. Very young children hold out their arms for the childminder to take them, showing that they feel secure in her care. Older children ask to hold their friend's hand, showing positive relationships with their peers.

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The provision is good

Children make choices about what toys to play with, often inviting the childminder to join their play. When children engage in activities to use dough, they show concentration and are encouraged to persevere to complete their intention. For instance, when older children ask the childminder to solve problems for them, she encourages children to have a go themselves. This results in children working out how to fill holes in dough themselves. The childminder is a good role model to promote the use of good manners. This results in children being polite, such as saying 'thank you' when the childminder pushes their chair under the table.

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The provision is good

Children are supported to develop an understanding of mathematical concepts. For instance, the childminder introduces words such as 'bigger', 'speed' and 'super fast' when older children do actions to songs and play with dough. Children show a love of books. The childminder asks them to find images on the pages. This helps to engage and focus children.

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need to do better?

n The childminder supports children's communication and language skills well. She mimics the sounds that very young children make, helping to support their early speaking skills. The childminder repeats what children say, helping them to understand the correct pronunciation of words. Children show that they thoroughly enjoy singing songs with the childminder, often asking her to sing the same song again. n The childminder's relationship with younger children is sensitive and responsive. For instance, when she changes a child's nappy, she makes this a positive experience for them. This includes singing songs to children and playing peek-a- boo games. Children show positive interactions with the childminder, such as babbling to her and holding their hands over their eyes and peeking out. n The childminder gathers information from parents when children first start to help her form a baseline assessment of children's abilities. However, she does

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need to do better?

not use ongoing assessments as effectively to help identify how to sequence children's learning to help them make the best possible progress. n Ongoing information about children's daily activities, learning and care routines is shared with parents, helping to keep them informed about their children's day. The childminder helps parents to continue their children's learning at home, such as to sing nursery and action rhymes with their children, helping to develop their

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need to do better?

8 August 2025 speaking and physical skills. n The childminder helps children to become familiar with the experiences they will receive when they move on to other early years settings. For instance, she provides children with the same meals they will be offered. However, when children start attending from another early years setting or attend both settings at the same time, the childminder does not share or gather information about children's learning. Therefore, she does not have a fuller picture of children's all- round skills and knowledge to help her to provide a more consistent level of support for their development. n The childminder helps children to learn how they can keep themselves safe. For instance, when children play with pretend food, she talks to them about blowing on the food if it is too hot. She explains that it may burn their mouths. Children remember previous learning and blow on their lunch to ensure that it is not too

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need to do better?

hot. n Children learn the importance of why they wash their hands prior to eating. For instance, the childminder talks to children about getting rid of germs, so they do not get a poorly tummy. The childminder offers children nutritious snacks, meals and drinks to promote a healthy diet. However, she does not support children to understand the benefits that these foods and drinks can have on their bodies. n The childminder helps children to understand the possible consequences of their behaviour. For instance, she asks children to sit on chairs, so they do not fall off. The childminder helps children to understand how to share toys and praises them when they do this willingly.

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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.

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should:

n use assessments more precisely to identify how to sequence children's learning n develop partnership working with other early years settings children have previously attended and currently attend n help children to understand how foods and drinks can impact positively on their bodies.

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Setting details

Unique reference number EY536050 Local authority Nottinghamshire County Council Inspection number 10392519 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 29 August 2019

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Information about this early years setting

The childminder registered in 2016 and works from the home of her co-childminder in Beeston, Nottingham. She operates all year round, from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for children aged from nine months upwards.

p.4

Inspection activities

n The childminder and the 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 and interacted 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

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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