Childminder EY281916

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Met

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The provision is good

Children show positive relationships with the childminder. Younger children go to the childminder for cuddles when they need it. When children have their nappies changed, it is a calm and relaxed time that encourages children to share positive interactions with the childminder. For instance, the childminder talks to children about what she is doing and children communicate back.

p.2

The provision is good

Children learn how to share as they pass objects to the childminder and receive them back. Children celebrate their achievements. For instance, when they try to solve problems and struggle a little, the childminder offers suggestions. When children achieve their goal, they clap their hands to reward their own achievements.

p.2

The provision is good

Younger children develop their core muscle strength, such as when the childminder asks them to carry small watering cans full of water from one end of the garden to the other. Children persevere and complete this task on their own. Children are supported to develop the muscles in their hands. This includes engaging in activities where the childminder supports them to squeeze water out of sponges and to copy her to squeeze, roll and pat play dough. Children listen when the childminder reads them books and sings rhyming songs. This helps to support younger children's early speaking skills.

p.2

need to do better?

n The childminder develops her knowledge of the different ways children prefer to learn. For instance, when children like to move objects from one area to another, she provides them with resources to transport objects, such as toy pushchairs. This helps children to build on their learning. n The childminder reflects on her practice and identifies ways to improve children's experiences. Recent changes include erecting a fence in her garden to stop younger children accessing areas that are not safe for them. Furthermore, she has developed resources to meet younger children's learning and development needs indoors. These resources are easily accessible to encourage children to make independent choices in their play. n Younger children are supported to develop their self-care skills. For instance, the childminder helps them to wash and dry their hands prior to eating, to promote hand-hygiene routines. The childminder gives younger children an open cup to

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need to do better?

drink from and supports them to use a spoon to feed themselves. n The childminder offers children nutritious meals and snacks. She provides different foods for children to try, helping to expand their diet. The childminder shares this information with parents so they can offer children the same foods at home. Children have experiences to learn how to brush their teeth, contributing

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need to do better?

16 September 2025 to their knowledge of good oral health. n The childminder's curriculum includes providing experiences for children to be creative. For instance, she shows children how to play instruments, such as how to shake and bang them together. Children copy and learn how to create sounds. n When children move on to attend other early years settings, the childminder shares information with staff about children's learning and development. However, when children attend other settings as well as with her, the childminder does not gather information from staff to help complement the experiences children receive. n The childminder encourages positive behaviour. For instance, she models using good manners for children to copy. The childminder asks children to tidy away toys when they have finished playing with them. Younger children show that they understand this task, and know where the resources go.

p.2

need to do better?

n Children show an understanding of daily routines and are keen to join in activities the childminder plans for them. However, sometimes during these activities, the childminder does not fully help children to sequence their learning. For example, during some activities that children engage in daily, she intends for younger children to identify their written name and numbers before they can use a variety of words. n Daily information about every child's day is shared with parents. The childminder asks parents to send her photos and information about children's experiences at home. This helps her to understand and support children's feelings and to talk about future holidays they will attend. This contributes to supporting consistency between children's home and the setting.

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 gather information from other early years settings children also attend to help complement their experiences n help children to sequence their learning during planned activities.

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Setting details

Unique reference number EY281916 Local authority Nottinghamshire County Council Inspection number 10408062 Type of provision Childminder

p.4

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 3 Date of previous inspection 24 January 2020

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Information about this early years setting

The childminder registered in 2004 and lives in Retford, Nottinghamshire. She operates all year round from 7.30am until 5pm, 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.

p.4

Inspection activities

n The childminder and inspector viewed the premises 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 Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

16 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

16 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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