Childminder in NottinghamshireOfsted report card, 24 Sept 2026

Childminder

Unique reference number (URN): 2818633 Registered with Ofsted: 10/01/2025 Registers: EYR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Overall, children progress well from their starting points in learning. As younger children begin to walk, they are supported to do this confidently. Children develop the strength in their legs as they ride on tricycles and push them along with their feet. Children develop their understanding of quantities and numbers. When they count objects incorrectly, they receive help to identify the correct number. Older children play games that helps them recognise different shapes.

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Achievement Expected standard

Children with barriers to their learning are supported to progress in their learning. This includes developing their communication skills. Children hear words being modelled and copy what they hear. This helps to build on their vocabulary. Children learn skills to develop the strength in their hands, in preparation for early writing when they move on to school. For instance, they use brushes with paint to make marks on paper. Children develop their hand- eye coordination as they roll balls down guttering. They show an understanding of speed as they explain that the balls are going fast.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder helps children to manage their behaviour well. Children show an understanding of daily routines. For example, the childminder supports children to show a positive attitude to tidying away toys when asked. She explains the reason for doing this, helping them to understand that it will avoid them slipping and falling on the toys. Children fetch song bags and give these to the childminder when they recognise it is circle time. Sometimes the childminder asks children to choose what they would like to do next, seeking and respecting their views. Children make decisions about whether they want to have a snack or play outdoors. Children with barriers to learning are supported to regulate their emotions when they become overwhelmed. For example, the childminder makes changes to the environment, when necessary, to help them feel calm and settled.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides experiences to help children develop positive relationships with others and to learn how to behave positively. This includes rolling balls back and forth with children to show them how to take turns. Furthermore, children take turns to choose toys that represent nursery rhymes to sing from bags during group times.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of children attending regularly and on time. For example, she explains how this promotes their social skills, such as to play and interact regularly with others.

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Children's welfare and wellbeing Expected standard

The childminder offers children a range of nutritious snacks to promote healthy eating. Children make choices about which foods they would like to try. The childminder works in partnership with parents and carers and health professionals to support children with barriers to their learning. This includes offering children a variety of foods to encourage them to expand their diet. The childminder provides experiences for children to learn how to make different foods. Children learn skills, such as grating and mixing as they make, for example, cheese twists and pastries. The childminder helps children to understand the importance of brushing their teeth to promote oral health. She supports parents and carers to understand the benefits of providing drinking water for their children.

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Children's welfare and wellbeing Expected standard

Generally, children are supported to be emotionally ready for their move on to school. For instance, the childminder shows them pictures of schools they will attend, helping them to become familiar with the environment.

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Children's welfare and wellbeing Expected standard

Children develop an understanding of different ways they can keep themselves safe. For example, the childminder reminds children how they can move around her garden safely. Additionally, the childminder supervises children and uses hand over hand support to show them how to use safety knives correctly to cut up fruit.

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Curriculum and teaching Expected standard

The childminder's curriculum includes observing and assessing children's development to help her identify any gaps in learning and how she can support their progress. She identifies what children need to learn next and overall, she implements these well in practice. For example, when babies begin to take their first steps, she provides experiences for them to develop their balance and coordination. The childminder supports children's communication and language skills well. For instance, she asks older children questions that encourages them to recall and remember past events, such as trips on aeroplanes and collecting leaves. The childminder uses simple and repetitive words to support children who face barriers to their learning. This helps to build on their vocabulary. Sometimes, the childminder does not implement her curriculum highly effectively to support some children to understand their own and others' feelings and emotions.

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Curriculum and teaching Expected standard

The childminder provides experiences for children to learn about the weather and changes to the seasons. For example, she holds leaves on the palm of her hands and asks children to watch as the wind blows them off. Sometimes the childminder does not adapt her teaching to meet the individual learning needs of children during activities when she interacts with more than one child at a time. This means that not all children are not able to fully build on their knowledge and skills from the experiences offered.

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Inclusion Expected standard

Although the childminder has not had any children in receipt of additional funding, she understands how to spend this appropriately to benefit individual children. For example, she explains how resources can be purchased to support children's individual learning needs.

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Inclusion Expected standard

Overall, the childminder ensures that the environment meets the needs of the different ages and abilities of the children attending. For example, she makes changes to the environment for younger children, to ensure their safety. The childminder understands how to support children who speak English as an additional language. This includes speaking to parents and carers to gather and use key words in their home language so she can use these when speaking to children. This contributes to supporting their understanding and sense of belonging. The childminder understands to work in partnership with other professionals to develop her knowledge of how to support children with special educational needs and/or disabilities. She completes a written report showing children's achievements and development when they are two years old. The childminder shares this with parents and health visitors to identify and implement strategies to help close any gaps in children's

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Inclusion Expected standard

learning. She knows to make referrals to other professionals to help support children's specific needs.

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Leadership and governance Expected standard

The childminder shares information with parents and carers about children's learning, helping to keep them informed about their children's development. This includes providing parents with a termly written report to show children's achievements and what they need to learn next. The childminder offers parents ideas and suggestions about how they can continue to build on their children's learning at home, such as to support their early speaking skills. When children move on to other early years settings and schools, the childminder shares information about children's development with staff and teachers. This contributes to providing a united approach to supporting children's learning.

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Leadership and governance Expected standard

Overall, the childminder reflects on her practice well. She intends to make changes to her garden to provide children with experiences to further develop their gross motor skills. The childminder makes changes to the environment to help children be engaged and focused on their learning. However, she has not identified how to make adaptions to her interactions with children to meet their individual needs more precisely during group times. Furthermore, the childminder does not embed a curriculum to support children's understanding of feelings and emotions.

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Leadership and governance Expected standard

The childminder builds on her professional development. She researches information on the internet and attends training courses. This helps her to identify any potential gaps in children's learning early. She understands to work in partnership with parents and other professionals, such as health visitors and speech and language therapists, to identify strategies to help children with barriers to learning progress.

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Leadership and governance Expected standard

The childminder helps children learn about the local community. For instance, she takes them to nature parks to explore and investigate nature. Children collect leaves and access equipment to help develop their physical skills. The childminder takes children to libraries promote a love of books.

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What it's like to be a child at this setting

Children show positive relationships with the childminder and their peers. Older children ask the childminder to watch them as they roll balls down guttering, inviting her to view and share their achievements. Children engage in activities where they take turns to choose toys. Furthermore, children sit on the childminder's knee to listen to stories. Children with barriers to their learning are supported to be emotionally ready for changes they face in their lives. For example, when there will be new siblings in the home, children have experiences to play with and bath toy babies. They learn how to care for the toy babies through pretend play.

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What it's like to be a child at this setting

When children first start attending, information is gathered from parents and carers to help the childminder find out about children's achievements, their home life, people and pets familiar to them. This information is used to initiate discussions with children about things that are familiar to them. This contributes to helping children settle and feel secure with the childminder and in her home.

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What it's like to be a child at this setting

The curriculum is designed to build on children's starting points in learning. Children have individual next steps in learning which are generally implemented well to help them progress. Children learn about themselves, such as different parts of their bodies. They listen to songs and take part in action rhymes to point to different body parts. Children are encouraged to be independent in managing their own personal care needs. This includes children putting on their socks and shoes in preparation to play outdoors. Children use a step to reach the sink to wash their hands before eating and learn that they do this to remove germs.

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What it's like to be a child at this setting

Children's attendance is monitored. If children do not arrive when expected, contact is made with parents to establish the reasons why. This contributes to promoting children's welfare.

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Next steps

The childminder should adapt her interactions with children more effectively during group activities to help build on children's individual learning needs. The childminder should strengthen the curriculum to help children understand their own and others' emotions and feelings.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

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

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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About this setting

Local authority: Nottinghamshire County Council

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Our grades explained

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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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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