Childminder EY539889

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 settle quickly into the childminder's care. The confidently move around her home and select toys and resources independently. Younger children lift their arms to the childminder when they want her to pick them up. This shows the close relationship they have with her. Younger children are supported to develop an understanding of how to play cooperatively with others. For instance, the childminder shows younger children how to put wooden blocks away in a basket. This inspires children to copy her.

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The provision is good

Children build on their physical skills. Younger children are supported by the childminder to stand and hold onto objects, supporting their balance and developing the strength in their legs in preparation for walking. The childminder encourages younger children to reach for objects, to move their upper bodies and to stretch. Children are inquisitive about what is happening around them. For instance, when light shines through objects and cascades reflections onto a carpet, the childminder shows children what is happening to support their understanding. Younger children lift the objects to find out how the reflection disappears and reappears when they put it back again. Children explore how musical instruments can sound and be played when the childminder models this.

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need to do better?

n Children are supported to feel safe and secure in the childminder's care, including when they first start attending. The childminder invites children to attend for settling-in visits, where they can get to know her. She provides toys children like so they have familiar items in her home. The childminder gives children cuddles when needed and comforters to hold. n The childminder quickly identifies children's immediate interests and provides experiences for children to follow these. For instance, when younger children show that they like to take things apart, the childminder offers them building bricks and builds towers for them to knock down. This supports children to develop their hand-eye coordination. n The childminder works in close partnership with other professionals to meet the individual needs of children. She receives copies of reports they provide for parents so she can help children to work on specific individual targets, such as

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need to do better?

to help develop their physical skills. n The childminder offers children nutritious meals and drinks to support their awareness of healthy eating. Parents appreciate how the childminder has helped their children to try new foods to help expand their diet. They say it gives them ideas of how to provide their children with a range of healthy foods at home. n The childminder gathers information from parents about children's abilities when they first start attending. She uses this, alongside her own observations and

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need to do better?

12 September 2025 assessments, to identify children's levels of learning. The childminder works in partnership with parents to identify how they can work together to support children's progress. This contributes to children making good progress in their learning. n The childminder reflects on her practice and identifies ways to increase opportunities for children. This includes reducing the amount of toys and resources children can choose from, to help engage and focus their learning. She has identified that after doing this, children are keen to access books more and to share these with her to help support their literacy skills. n Overall, the childminder builds on her professional development well. She reads childcare articles. This helps to develop her knowledge of children needing to use large arm movements before supporting them to begin to use their hands to make marks. However, she does not develop her knowledge of how to support

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need to do better?

younger children's early speaking skills. This means that, at times, the childminder does not help children to identify and use single words. n The childminder helps children to show positive behaviours. For instance, she rolls balls between herself and younger children to show them how to share. Furthermore, when the childminder plays alongside children, she offers and receives toys from children.

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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 to build on interactions with younger children to support their early speaking skills.

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Setting details

Unique reference number EY539889 Local authority Nottinghamshire County Council Inspection number 10398345 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 16 October 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Worksop that is in the Bassetlaw District of Nottinghamshire. She operates during term time and occasionally during the school holidays from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for children. The childminder holds an appropriate level 3 qualification.

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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, indoors and outdoors, 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 an activity 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

12 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

12 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

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