Childminder EY429558

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 form positive relationships with the childminder. They settle well and freely access the provision. Children are becoming more confident. The childminder regularly attends playgroups to further build on children's confidence around new people in new situations. This also broadens children's social skills. Children are also becoming more resilient. When children face difficulties, the childminder encourages children to try and models how to succeed. For example, she demonstrates how to make the water wheel turn when children struggle. Children try again and show pride in their achievements. The childminder praises their efforts. Overall, children learn from setbacks and keep going after encountering difficulties.

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The provision is good

The childminder knows what she wants children to learn. She plans activities that reflect children's needs. For example, when children miscount coins in a piggy bank, the childminder models the correct counting skills. Children then repeat counting correctly. Children build on their knowledge, skills and understanding. Children also learn about their similarities. The childminder encourages children to look at one another, identifying similar body parts. Children point and name facial features on each other. Additionally, the childminder follows children's interests. She sings a familiar nursery rhyme linked to the body. Children enthusiastically join in with the actions and words the childminder models. Overall, this supports children's communication and language skills.

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need to do better?

n The childminder prioritises children developing their self-care skills. For example, she models to children how to zip their own coats and take off their shoes. As a result, children become more confident to try and do things by themselves. Children become increasingly independent at a young age. n The childminder comments, repeats and expands children's language during her interactions. However, on occasion, the childminder does not allow enough time for children to respond. She does not consistently use different strategies to extend children's communication. For example, the childminder uses many closed questions where children can respond only with 'yes' or 'no'. This does not encourage children's language skills effectively. n Children are physically active indoors and outdoors. The childminder provides plenty of opportunities for children to develop their physical skills. For example, children develop their larger muscles in the garden. They ride tricycles and push

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need to do better?

themselves along in toy cars. Additionally, children develop their smaller muscles. They scoop pretend fish using a net and tip and pour in the water tray. This helps to develop children's hand-eye coordination and supports their early writing skills.

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need to do better?

4 September 2025 n Children follow embedded routines. For example, children know where to take their shoes off when coming in from the outdoors and know to wash their hands before eating. Also, children follow and respond positively to the childminder's rules. For example, when the childminder reinforces her expectations of not to climb, children listen and get down. Children feel safe and secure. n The childminder effectively assesses children through consistent observations. She identifies gaps in children's learning and knows what they need to learn next. She uses this information to plan appropriate next steps in learning and activities. Children make good progress. n The childminder keeps up to date with her continuous professional development. She attends courses linked to children's needs. For example, the childminder has recently attended a course on supporting children transitioning to school. The

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need to do better?

childminder then implemented activities based on the training, such as listening and attention sessions, to support children in their next step in education. This helps her to enhance the education and care she has to offer. n Parents and carers receive up-to-date information about children's learning and development. The childminder works collaboratively with parents. She shares strategies to support children's learning at home, such as to support their communication and language development. Furthermore, the childminder shares information with schools. This supports a positive transition for children and ensures consistency in their care and education.

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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 build on the use of different strategies to consistently encourage children's communication and language.

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Setting details

Unique reference number EY429558 Local authority Nottinghamshire County Council Inspection number 10407616 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 17 Date of previous inspection 14 January 2020

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Information about this early years setting

The childminder registered in 2011 and lives in Huthwaite, Sutton-in-Ashfield. She operates all year round, from 8.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder operates an out-of-school club from the grounds of Woodland View Primary School during term time. Sessions are from 3pm until 5.30pm. The childminder holds an appropriate qualification at level 3. She works with an assistant on the school grounds. The childminder provides government funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

4 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

4 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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