Childminder EY546844

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 confident to arrive in the childminder's home. They receive smiles from the childminder who gets down to their level to greet them. Children show positive relationships with the childminder. Younger children hold out their arms for the childminder to take them from their parents. Children settle quickly and show that they feel emotionally secure.

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The provision is good

Older children learn about similarities and differences between themselves and others. They are inquisitive, and they ask questions about people's skin, eye colour and disabilities. The childminder helps them to understand that every person is unique and there is not a wrong or right way to look.

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The provision is good

Younger children are curious to learn, such as through exploring how technology works. Children copy the childminder when she shows them how to press buttons on toys to initiate sounds. Children move their bodies to the sounds they hear, supporting their understanding of rhythm and music. When younger children listen to animal noises in songs, the childminder shares books with children that shows animals, helping them to make connections between what they hear and the images the see. Younger children develop an early understanding of how to share. They pass balls to the childminder who passes them back. This encourages children to play cooperatively with others.

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need to do better?

n The childminder takes children to groups locally, spending additional funding that some children receive to fund these visits. This helps children to develop their social skills as they interact and engage with children of a similar age. The childminder keeps parents informed about how any additional funding is spent to ensure that it promotes the individual needs of the children. n The childminder's curriculum for younger children includes focusing on their physical development. For instance, she supports children to sequence their learning, such as their mobility. This includes providing children with objects slightly out of reach to encourage them to begin to crawl and stand against furniture. Thereafter, the childminder provides resources for children to hold onto as they begin to walk, including her hands for support and balance. n Parents receive a written report from the childminder to show their children's

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need to do better?

learning and development every three months. This helps to keep parents informed about their children's achievements. Parents appreciate the childminder providing their children with memorable moments, such as experiencing and nurturing caterpillars as they turn into butterflies. n The childminder reflects on her practice and gathers the views of parents to help evaluate the experiences she offers children. Parents tell the childminder about

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need to do better?

19 August 2025 children's interests at home, so the childminder can support children to follow these in her care. She purchases new resources, such as a low-level table for children to sit appropriately when they eat. n Children and parents are supported by the childminder to promote oral health. The childminder gives information to parents about how to keep their children's teeth healthy at home. Furthermore, children practise using a toothbrush and toothpaste when they brush large pretend teeth. n The childminder has completed training to develop her knowledge of how to extend experiences for children to explore woodland and learn about nature. However, the childminder has not built on her understanding of how to support younger children's learning. Some of her interactions do not fully support children to build on what they already know and can do. n The childminder helps children to learn how food is grown and made. In her

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need to do better?

garden, children help the childminder to plant and water vegetable seeds. They help the childminder to harvest the produce and eat it for snack. Children take part in baking activities, such as making flapjacks and pizzas. They learn how to weigh and measure ingredients and to work as a team to mix ingredients together, supporting their maths and social skills. n Children are supported to be creative, such as through exploring musical instruments. The childminder shows younger children how to shake objects to make a sound. She uses repetitive words such as 'shake, shake' to describe what children need to do, supporting their understanding of words. Children copy the childminder and show a positive attitude to learning.

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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 knowledge of how younger children learn and to build on what they already know and can do.

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Setting details

Unique reference number EY546844 Local authority Nottinghamshire County Council Inspection number 10399114 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 3 Number of children on roll 6 Date of previous inspection 20 November 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Hucknall, Nottingham. She operates all year round, from 9am until 4.30pm, Monday to Thursday, except for bank holidays and family holidays. She provides funded early education for children aged from nine months upwards.

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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 and assessed the impact this has on children's learning. n Children interacted with the inspector during the inspection. n The inspector carried out a joint evaluation of snack time with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation. n Feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

19 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

19 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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