Childminder EY244146

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 is attentive to children's needs and wishes, helping them to feel happy in her care. Children show confidence to move around the childminder's home and select toys and resources that promote their interests. For example, older children select beads and elastic to make a necklace. The childminder shows children how to cut the elastic to the correct size, introducing language to explain size. This helps to build on children's mathematics skills. Children are encouraged to complete tasks by themselves, such as cutting their toast at snack time and carrying plates of food to the table. The childminder gives children gentle reminders to use good manners. This results in children saying 'thank you' when they receive food and 'please' when they ask for more.

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The provision is good

Children benefit from the childminder working with parents and other professionals to help close any gaps in their learning. This includes using the same strategies at home to promote children's speaking skills, such as reading stories and talking to children about the images they see on the pages. When the childminder reads children stories, she uses different tones in her voice for the characters and gives children props to use that relate to the story. This encourages children to sit well and concentrate. Children have opportunities to solve problems, such as when they complete puzzles. The childminder offers suggestions, such as finding the puzzle pieces with the straight edges first. This encourages children to persevere.

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need to do better?

n The childminder has found that since the COVID-19 pandemic, children take longer to settle into her care. She meets children and parents at parks, helping children to get to know her in a familiar environment first before inviting children to visit her home. Furthermore, she will visit children in their homes, play alongside them and help to develop their confidence around her. This helps children to settle when they start attending. n The childminder's curriculum focuses on how she can support individual children's learning and follow their interests. For instance, when children show an interest in insects, the childminder uses technology to show children images of different insects and listen to the noises they make. This contributes to children learning about the world around them. n Children join in baking activities with the childminder. For example, they make banana bread, flapjacks and cheese straws. Children learn how food is made.

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need to do better?

They take turns to weigh and mix ingredients together, helping to develop their understanding of measure and social skills. n The childminder helps children to understand their feelings and emotions, particularly when they face changes in their lives. For instance, the childminder reads children stories about a monster that shows different colours to express

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need to do better?

15 August 2025 how it is feeling. This helps children to name different emotions. The book is shared with parents, who read this to their children at home. This provides consistency in supporting children's development between home and the setting. n The childminder shares information with parents about their children's abilities and how she intends to support their learning. However, when children attend other early years settings, information-sharing and gathering is not consistent. Therefore, the childminder does not gather a full picture of all children's development to help her plan more precisely for their learning. n Children are supported to understand how to share. For instance, the childminder plays games with children and uses words, such as 'your turn', to help them understand how to play. The childminder praises children's achievements, for example, when they complete puzzles and make necklaces.

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need to do better?

This helps to raise children's self-esteem and confidence. n Children show excitement to join activities that the childminder plans for them. However, sometimes, the planning and implementation of these activities does not challenge children to build on what they already know and can do. For instance, when the childminder wants children to learn how to count and understand different colours, children already show these abilities and are not supported to extend their learning. n The childminder and any assistants she works with complete training courses together. This is so that they benefit from the same information to support children's development. Recent training helped to build on their knowledge of how to identify mental health in children and where to seek additional resources and support to help children.

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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 develop partnership working with all other early years settings that children attend, to help plan more precisely for their learning n strengthen the planning and implementation of activities to challenge children and build on their current abilities.

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Setting details

Unique reference number EY244146 Local authority Nottinghamshire County Council Inspection number 10398624 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 15 Number of children on roll 9 Date of previous inspection 4 November 2019

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Information about this early years setting

The childminder registered in 2002 and lives in Beeston, Nottingham. She operates her childminding provision from 7.15am until 6pm, Monday to Friday, all year round, except for bank holidays and family holidays. She provides funded early education for children age nine months upwards. The childminder holds early years professional status. She works with assistants.

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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 and assessed the impact this was having 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 and one of her assistants. 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

15 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

15 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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