Childminder EY476391

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

All children, including those who speak English as an additional language, benefit from the childminder communicating with them in their home language and English. This helps to support their language development and sense of belonging in her care. Furthermore, children learn about their own and others' cultures and traditions, helping them to learn about similarities and differences.

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The provision is good

When new children start, their emotional well-being is promoted well by the childminder. For instance, she provides children with plenty of cuddles, reassurance, distraction and a calm voice. The childminder finds out about children's interests and provides for these. For instance, when children like transport vehicles, she shows them different forms of transport in books. This contributes to children developing a love of books. This is promoted further, for instance, when the childminder reads children fairy tales. Older children re-enact the stories they hear using props such as pig finger puppets, straw and small toy bricks. This helps children to remember what they hear. The childminder plays alongside children, showing them how to play cooperatively with their peers and her. Children hear words to help them understand how to share, such as the childminder saying, 'One for me and one for you.'

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need to do better?

n The childminder helps children to develop a sense of responsibility. This includes children helping to tidy toys and putting plates on the table at snack time. Children receive praise for helping, contributing to raising their self-esteem and confidence. n The childminder offers children a range of nutritious snacks and meals. Parents comment that they appreciate the childminder providing children with healthy meals. Children have opportunities to taste different foods during mealtimes and through role play experiences, such as using real food in pretend picnics. This helps to expand children's diet. n Children are supported to understand about different occupations in their imaginative small world play. For instance, the childminder shows children how to use toy fire engines to put out pretend fires, helping children to learn about the role of fire fighters. Children use toy walkie-talkies to pretend to call for

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need to do better?

emergency services. n Parents are kept well-informed about their children's daily experiences and learning. The childminder speaks to parents about children's achievements and what they have eaten during the day. She supports parents to continue children's learning at home. n The childminder builds on her professional development. She attends training courses and builds on her knowledge through viewing social media. This

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need to do better?

3 September 2025 includes developing her understanding of how to build on children's speech development. For example, she asks children to blow through straws to develop the muscles in their mouths. Furthermore, the childminder has refreshed her knowledge of how to complete a written summary of children's progress when they are between the ages of two and three years. n When children first start attending, the childminder finds out about their prior abilities and uses this, along with her observations and assessments, to identify what they need to learn next. She plans activities and provides experiences for children to choose their play. However, during some planned activities, the childminder does not tailor children's experiences to sequence their learning. For instance, she wants younger children to recognise written words before they can speak them. n The childminder supports children to develop the muscles in their fingers in

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need to do better?

preparation for early writing. Children concentrate when they peel stickers from paper. They use hand-eye coordination as they copy the childminder to thread pieces of straw through plastic straws. n During snack and mealtimes, children sit in appropriate chairs alongside the childminder. Food is provided in smaller pieces to help avoid choking and to promote children's safety. However, the childminder does not consistently support children to follow hand-hygiene routines before they eat to help contribute to their good health. n The childminder takes children to visit local attractions in the community. Children visit farms to follow their interests in animals. The childminder takes children to playgroups to provide opportunities for them to socialise with others and learn English from their peers.

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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 the implementation of planned activities to more precisely support children to sequence their learning n support children to understand the importance of following consistent hand- hygiene routines.

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Setting details

Unique reference number EY476391 Local authority Nottingham Inspection number 10407680 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 8 Date of previous inspection 15 January 2020

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Information about this early years setting

The childminder registered in 2014 and lives in Strelley, Nottingham. She operates during term time from 8am until 6pm, Monday to Friday, 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 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 and childminder carried out a joint evaluation of an activity. 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

3 September 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

3 September 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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