Childminder 2784741

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

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The provision is good

Children are happy and settled in the childminder's home. The childminder provides children with consistent daily routines to help them to learn important self-care and social skills, including handwashing and using good manners. She encourages children to do things for themselves, such as helping tidy away toys when they have finished playing with them.

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The provision is good

The childminder offers a broad and challenging curriculum. She introduces themes to support children's learning and plans a variety of activities. Throughout the day, children explore their feelings in age-appropriate ways. At story time, the childminder reads to children about a monster experiencing different emotions and describes them in different colours. She uses children's individual experiences to link to the different emotions in the story, engaging children in conversations. Children confidently talk about what makes them happy, sad, scared and loved. They develop positive relationships as they offer their friends cuddles to express the emotion of love.

p.2

The provision is good

The childminder consistently reflects this theme through children's play activities. As children sort coloured pasta into pots, the childminder helps children to recall the emotions behind the different colours. Children concentrate as they develop their hand muscle strength. For example, they manipulate play dough and different materials to create their own colour monster. These activities help children to gain a better understanding of what they are learning.

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need to do better?

n The childminder skilfully interacts with children to motivate them and extend their learning. For example, as children play, she introduces mathematical language. The childminder talks about different sizes and capacity as children fill up pots and encourages them to compare sizes. Children are confident and capable learners who are well prepared for their next stage in education. n The childminder manages children's behaviour effectively and has high expectations. She helps children to understand age-appropriate rules and boundaries. The childminder is a good role model. She teaches children to share, take turns and be kind to each other. Consequently, children behave well and happily follow instructions. n The childminder makes regular observations and assessments of children's learning. She uses this information to plan activities to engage children and to help them to reach their next milestone. However, when children new to the

p.2

need to do better?

setting start, the childminder does not collect sufficient information from parents and carers to decide on children's starting points for their learning. This does not help to inform the curriculum right from the start.

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need to do better?

16 September 2025 n The childminder recognises the importance of supporting and meeting children's personal needs. She places a strong emphasis on settling children into her care. The childminder invites parents into her home to help children to settle before parents then leave. This supports children's emotional well-being effectively. Children who are new to the setting regularly check in with the childminder as she offers reassuring cuddles to them. As a result, children settle quickly back into their chosen play. n The childminder takes children on regular outings to places of interest in the community, such as libraries, the train museum and allotments. She uses these experiences to broaden children's understanding of the world around them and helps to build their confidence in different social settings. n The childminder has developed positive relationships with parents. She provides a range of advice and support to parents about various developmental stages,

p.2

need to do better?

such as potty training. The childminder understands the benefits of working in partnership with parents. For example, the childminder and parents use sticker charts to praise children consistently during potty training. n The childminder knows individual children well. She can accurately identify any gaps in children's learning. The childminder addresses these swiftly by seeking external feedback from professionals to help her to meet children's needs effectively. This helps children to make steady progress in their development. n The childminder is involved in a local childminding network group, where they share good practice. She reflects on her own provision and practice and identifies further training to support her to meet children's individual needs. This helps the childminder to maintain a good standard of care and learning for all children.

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 about children's development from parents to inform plans for the curriculum right from the start.

p.3

Setting details

Unique reference number 2784741 Local authority Nottingham Inspection number 10419482 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 16 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2024 and lives in Clifton, Nottinghamshire. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government-funded childcare places for all eligible children.

p.4

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 and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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