Childminder EY439866

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 understand their emotions and feelings. For instance, when they experience loss, such as family pets, the childminder reads children stories that helps them understand what happened to their pet. Children talk to the childminder about their feelings and receive reassurance and comfort when they are upset. Younger children snuggle into the childminder when they need quiet time and to rest. This shows the positive relationship they have with her.

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The provision is good

Children show excitement to play games with the childminder. She is a good role model and explains how to play. This includes children being asked to take turns to close their eyes, put their hand in water and to guess what object they can feel. Children show a positive attitude to taking part, make predictions and play cooperatively alongside their peers.

p.2

The provision is good

Children are supported to develop their understanding of mathematics. Older children learn how to use their fingers to represent numbers when the childminder shows them how to do this. The childminder helps children to identify written numbers. Children learn to recognise similarities and differences in people. For instance, when they play with toy dolls, children look at people around them and try to find a doll with the same colour eyes and hair.

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need to do better?

n The childminder helps children to be emotionally ready for their move on to school. For instance, she takes children to see school environments. Furthermore, she reads books to children about going to school and provides a school uniform for children to try on. The childminder shares information with school teachers about children's abilities, helping to promote consistency in their learning. n The childminder researches information online to help develop her knowledge of how to support children with toileting. This results in her purchasing books about using the potty and toilet. She reads these to children and gives them to parents to borrow so they can read to their children at home. This helps to form good partnership working to support children's individual needs. n Children are creative in their play. The childminder supports them to explore and investigate how objects can be used in different ways. For instance, the

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need to do better?

childminder suggests children use a pestle and mortar to crush chalk. Children show strength in their fingers when they do this, helping develop muscles in their hands in preparation for early writing. Children add water to the chalk and watch the coloured chalks mix together. n The childminder helps children to learn how to be patient and take turns. For instance, when a number of children ask her to read stories at the same time,

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need to do better?

13 August 2025 she reminds them to wait their turn. Children are asked to take turns to lift flaps in books, helping them to focus and concentrate. n The childminder's approach to promoting children's privacy is not consistent. When she changes younger children's nappies, she does this in private. However, when she carries out other personal care routines with younger children, such as changing their clothes after a water activity, she does not provide them with the same level of privacy. n The childminder gathers information from parents when children first start about their abilities. She uses this, along with her own observations and assessments, to identify how to support children's learning. This includes supporting younger children to develop their balance and coordination when walking. For instance, she provides them with activities for physical movement, such as chasing bubbles that float in the air.

p.2

need to do better?

n Overall, the childminder supports children's communication skills well. She talks to children when they she plays alongside them. However, sometimes, the childminder does not give children opportunities to share their thoughts and ideas. For instance, she asks children questions in quick succession and does not give them time to think and answer. n The childminder takes children to different places of interest in the local community. This includes children visiting groups, where they are supported to develop their confidence to touch and explore different materials and to build friendships when they play alongside other children.

p.3

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 provide children with privacy when completing all personal care routines n develop interactions and give children opportunities to share their thoughts and ideas.

p.3

Setting details

Unique reference number EY439866 Local authority Nottinghamshire County Council Inspection number 10415544 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 5 Date of previous inspection 2 March 2020

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Information about this early years setting

The childminder registered in 2012 and lives in Carlton, Nottingham. She operates from her home and the home of her co-childminder. She provides care all year round from 7.30am until 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 an appropriate level 3 qualification.

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 and childminder carried out a joint evaluation of an activity. 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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