Childminder EY420650

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 supported to regulate their emotions. The childminder shows them strategies to use to help them to be calm, such as to breathe in through their nose and out through their mouth. Children look at books to learn about their feelings with the childminder. They look in mirrors to identify their facial expressions.

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The provision is good

Children are supported to keep trying when they find things difficult. For instance, when older children try to use a small key to open a door on a toy, the childminder encourages them to keep trying, explaining it is tricky. This encourages children to persevere.

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The provision is good

Children show their imagination through play. They dress in costumes, such as to be fairies. The childminder helps younger children to understand how to use fairy wands kindly, such as explaining how to use them for pretending to make magic and not for hurting others. Children listen and cast a spell to turn adults into sunflowers. Children develop their understanding of cause and effect, such as sinking and floating when they play with water. The childminder asks older children to make predictions about whether toys will sink or float, encouraging them to share their ideas and views. Children have experiences to learn how to play musical instruments. They explore sound and are supported by the childminder to understand about pitch, such as to play the instruments quietly and loudly.

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need to do better?

n Partnerships with parents are effective. The childminder shares photos of activities children enjoy and how she intends to support their children's learning. Parents can add information to an app the childminder uses to show children's achievements at home. Children take books home to encourage parents to read to them, supporting home learning. n Stories and books have a strong focus in the childminder's curriculum. Children access books independently and listen well when the childminder reads them stories. Children point to and discuss images they see on the pages and are able to extend their knowledge of books in to real life. For example, when children see ladybirds in books, the childminder shows children how to use magnifying glasses to look at real ladybirds in the garden. n The childminder has extended her knowledge of how to support children's communication and language skills. This helps her to assess children's

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need to do better?

communication more precisely to help identify any gaps in learning and how to close these. She introduces nursery rhymes for children to join in singing daily, helping to build on their language skills. n Children show that they understand and follow routines the childminder implements throughout the day. Older children tell visitors that they need to

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need to do better?

13 August 2025 wash their hands before they eat because they have germs on them from playing. However, when children join together for mealtimes, the childminder does not fully support younger children to be involved and included to help build on their learning. For instance, she does not help them to be involved in discussions and social interactions with the childminder, her co-childminder and their peers. n The childminder praises children's achievements, helping to raise their self- esteem. For example, when children join her to sing nursery rhymes, she claps her hands when they have finished. When children play musical instruments, the childminder asks children to tap their shoulders to praise their efforts. Younger children receive a double thumbs up from the childminder when they show good sharing skills. n The childminder reflects on her practice and identifies ways to promote children's safety. This includes completing a training course to cement her

p.2

need to do better?

knowledge of how to promote children's safety when they eat. She sends parents information to help them promote their child's safety at home, such as to cut fruit into smaller pieces to avoid choking. n The childminder promotes children's personal safety and welfare well. For instance, she provides children with privacy when she supports them to use the toilet and change their clothing. Children understand that they need to wear sun cream on hot days and help to apply this themselves. The childminder helps children to learn about road safety and how to evacuate the home in the event of a fire.

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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.

p.3

should:

n support younger children to be more involved and included during mealtimes.

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Setting details

Unique reference number EY420650 Local authority Nottinghamshire County Council Inspection number 10398667 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 4 Date of previous inspection 5 November 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Nottingham. She works between her own home and that of her co-childminders. The childminder operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. She provides funded early education for children age nine months upwards. The childminder holds qualified teacher status.

p.4

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, indoors and outdoors, and assessed the impact this has 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 her co-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

13 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

13 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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