Childminder EY549021

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 are happy and benefit from the nurturing and strong relationships the childminder builds with them. The childminder prioritises children's well-being and engages with parents to understand children's current and ongoing interests. She uses the information she gathers, alongside her understanding of child development, to plan activities to extend children's learning and support them to make good progress in their development.

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The provision is good

Children develop a positive attitude to learning as they explore activities. The childminder enthusiastically draws children's attention to new resources through her skilful interactions. Children show a strong sense of curiosity. They exclaim 'ooo' as they notice new parts on toys that the childminder shows them. This supports children to acquire new skills following their interests.

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The provision is good

The encouraging childminder supports children to become independent. For example, the childminder describes how to put on shoes and provides clear detailed instructions of how to fasten them. Children listen and show high levels of engagement, lifting their feet up to prepare for this next step in their learning. The childminder has clear embedded routines and boundaries to support children to know what is expected of them. Children behave well and follow routines exceptionally well from a young age.

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need to do better?

n The childminder holds strong knowledge of what she wants children to learn. Her curriculum is well sequenced to support children to gain skills and knowledge they require to succeed in their next stage of learning. The childminder frequently models how to use new resources and supports children to persist when challenges arise. This enables them to embed and consolidate new learning. n The childminder supports all children to develop respect and kindness. She plans activities to introduce children to various cultures to facilitate conversations about their similarities and differences. The childminder encourages children to learn about cultural events and uses books to promote their knowledge further. This supports children to feel valued, regardless of their differences. n The childminder supports children to develop an understanding of mathematical concepts. For example, she points to and counts items as children explore them.

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need to do better?

This supports children to begin to understand numbers and quantity. From a young age, children learn that items can represent amounts. They pass toys one at a time to hear the childminder count them in sequence. The childminder extends this further by planning trips to local shops to encourage children to recognise numbers on price tags and count quantities of products. Children

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need to do better?

22 September 2025 develop knowledge that can be used in their everyday lives and in their next stages of learning. n Overall, children's communication and language skills are supported well. The childminder regularly comments on resources children play with and asks questions to encourage them to name the toys they explore. However, the childminder does not consistently give children enough time to respond before asking another question or modelling another word. This means children are not always able to practise using new vocabulary or words they already know. n The childminder is highly reflective of the care and education she provides. She plans visits to the local community for children to engage in large-group sessions to support their confidence and social skills. Additionally, the childminder extends children's larger muscle development through visits to soft-play sessions and parks with larger play equipment. This encourages children to build on their

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need to do better?

large-muscle strength and coordination. n The childminder is responsive to children's needs and notices small changes in their emotions. She uses facial expressions to model how their actions can have an impact on others. However, when children express different emotions, the childminder does not fully support children to understand their own feelings to further build on their emotional literacy. n Parents value the caring and professional nature of the childminder. The childminder provides regular updates about children's next steps for learning and how parents can support their children's development at home. Parents comment on further support they have received, including around their child's eating habits. The childminder has skilfully introduced new foods to their child's diet, which they now enjoy eating at home.

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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 provide children with enough time to respond to enable them to use new vocabulary and words they already know n develop interactions further to support children to understand their own emotions and identify how they are feeling.

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Setting details

Unique reference number EY549021 Local authority Nottingham Inspection number 10408150 Type of provision Childminder

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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 6 Date of previous inspection 27 January 2020

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Information about this early years setting

The childminder registered in 2017 and lives in Rise Park, Nottingham. She operates term-time only from 7am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides overnight care. She holds a childcare qualification at level 3.

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Inspection activities

n The childminder discussed her curriculum intentions with the inspector during the learning walk. n The inspector observed interactions between the childminder and children throughout the day. n The childminder and the inspector held discussions at appropriate moments. n The inspector sampled relevant documentation, which the childminder provided on request. n The childminder and the inspector completed a joint observation of an activity.

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Inspection activities

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

22 September 2025 22 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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