Childminder 2733060

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children receive a warm welcome from the childminder when they arrive. They run into the playroom and are keen to select toys and resources to promote their interests. The childminder shows children puzzles that she has created, using images of the children in her care. Children try to piece these together and recognise people they know. This contributes to children having a sense of belonging in her home. Children show positive relationships with the childminder. They snuggle to sit next to her or on her knee to listen to stories. The childminder gives children props to act out the stories they hear, helping them to take part in the storytelling. This contributes to helping children to concentrate and develop a love of books.

p.2

The provision is good

Children show their imaginations, such as when they build and construct using toy building blocks. The childminder helps them to learn language to describe size, such as explaining which is the 'tallest' and 'shortest' tower. When the towers fall over, the childminder encourages children to try again. She offers children suggestions, such as to make the bottom of the tower more stable. This encourages children to persevere. Children receive praise from the childminder for their achievements. She claps her hands to praise younger children and gives older children 'high fives'. This helps to raise children's self-esteem and confidence.

p.2

need to do better?

n Prior to children attending, the childminder meets with children and their parents and carers at local parks and playgroups. This helps children to get to know the childminder in familiar surroundings. Thereafter, children attend settling-in sessions in her home. The childminder finds out what children like and provides for their interests. This helps children to settle and feel emotionally secure in her care. n The childminder uses observations and assessments to identify what children need to learn next. She works in partnership with parents and other professionals to help close any gaps in children's learning. This includes supporting consistency when helping children to manage their behaviour. For example, the childminder talks to children about using 'kind hands' and to give each other space when they play alongside each other. n The childminder shares information about children's daily routines and their

p.2

need to do better?

learning with parents regularly. She sends parents termly reports to show the progress their children are making in their development. n The childminder encourages children's independence. For instance, she provides them with a step so they can reach the sink to wash their hands, promoting hand-hygiene routines. Furthermore, the childminder shows children how to use knives safely to cut up fruit for their snack. Older children manage this on their

p.2

need to do better?

9 September 2025 own. The childminder shows younger children and offers hand-over-hand support. n Children have access to a wide range of experiences to support their learning. However, some activities the childminder plans for them are too difficult and do not support children to sequence their learning. For example, the childminder asks children to mix coloured water together to create new colours when they do not have a secure understanding of colours. This results in children not understanding what is expected of them. n Children learn how they can keep themselves safe. For example, the childminder talks to children about how to keep their bodies private, internet safety and road safety. She helps children to learn what the words 'stop' and 'go' mean, to help promote their safety when she walks with them in the street. n Overall, the childminder supports children's communication and language skills

p.2

need to do better?

well. She talks to children when playing alongside them. The childminder sings songs with children. However, occasionally, when she asks children questions, she provides the answer herself, instead of supporting children to think, respond and to share their own thoughts and ideas. n The childminder reflects on her practice and identifies improvements to build on children's learning experiences. For example, after attending forest school training, she has developed opportunities for children to learn about the natural world around them. For instance, when visiting woodland with children, she takes clay. The childminder supports children to use the clay to press against trees to make patterns. Furthermore, children poke sticks into the clay to make pretend hedgehogs.

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 strengthen the intent of some planned activities to help sequence children's learning more precisely n support children to think and respond to questions, encouraging them to share their own thoughts and ideas.

p.3

Setting details

Unique reference number 2733060 Local authority Nottinghamshire County Council Inspection number 10399404 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in West Bridgford, Nottingham. She operates during term time, from 7.45am until 5.15pm on Tuesday to Thursday, and from 7.45am until 4.30pm on Friday, except for bank holidays. The childminder provides government funded childcare for children aged nine months upwards. She 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 The inspector interacted with children during the inspection. n The inspector carried out a joint evaluation of a singing activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

p.4

Inspection activities

9 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

9 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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