Childminder in Warwickshire

Inspection date 29 May 2019 Previous inspection date 11 June 2015

p.1

This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

This provision is good

n The childminder creates a relaxed, nurturing environment for children. Time spent getting to know them and building relationships with them supports their feeling of security. As a result, children are happy, settled and show confidence. n Children make good progress. The childminder supports their personal, social and emotional development effectively. She consistently supports children well and encourages their early language and communication skills. Interaction is good. Children are inquisitive, interested and happily become involved in activities. n Children play in a safe environment. The childminder minimises potential hazards and is always vigilant to ensure the health and safety of the children both in her home and on trips and outings. Clear procedures are in place for the safe arrival and departure of the children. Security is good and children are not released into the care of unknown

p.1

This provision is good

adults. n The childminder is fully aware of her safeguarding and welfare responsibilities. She implements a range of policies that inform parents about her provision and helps her to maintain good care standards. n Children enjoy various sensory experiences. For example, they make patterns with paint and explore how sand and materials, such as oats, feel with their hands. n The childminder has a good range of resources that reflect children's current interests and supports their engagement in activities. She displays resources attractively, stimulating children's natural curiosity to learn. Younger children select large pop-in jigsaw pieces of animals and spend time looking at them. The childminder supports them well to practise handling skills while placing the pieces back into the jigsaw tray. n The childminder does not yet have robust systems in place for gathering the views of parents and children about the service they receive and using this information to

p.1

This provision is good

enhance her process for self-evaluation. n The current arrangements for professional development do not fully consider some opportunities for the childminder to raise teaching to the highest level.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n implement more rigorous and effective systems to prioritise areas for improvement n enhance the current arrangements for professional development, fully considering opportunities to raise the quality of teaching even higher.

p.2

What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector evaluated an activity with the childminder. n The inspector looked at documentation required for the efficient running of the childminder's provision. n The inspector took account of the written views of parents.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder is knowledgeable of her role in protecting children from harm and neglect. She is also aware of signs that may suggest that children are being drawn into radicalisation. The childminder communicates well with parents. Children are gradually introduced into her care, so they become familiar with their new environment. Partnerships with parents are secure. Effective communication between parents and the childminder ensures consistency in care and learning. The childminder shares information about their child's day and takes time to ensure she is fully aware of children's ever-changing needs. Parents are very happy with the care provided.

p.3

Quality of teaching, learning and assessment is good

The childminder displays resources attractively to capture children's interest, and they settle quickly on arrival. She gathers detailed information from parents about their child's development at the start of their placement. The childminder observes, assesses and plans for children's next steps in learning to ensure they make the best possible progress. She reassures younger children and they readily accept cuddles and attention. Young children show great delight as they sing songs and actions rhymes. For example, they giggle as they rock backwards and forwards while they sing, pretending to row a boat. The childminder encourages them to become mobile. Young children chase after different-sized balls the childminder rolls to them. They pat the ball back and follow it when it rolls in a different direction. The childminder responds positively to their babble and asks simple questions and uses repetition of words to support their developing

p.3

Personal development, behaviour and welfare are good

The childminder builds close relationships with the children. She successfully incorporates their individual care needs and routines into the day. Children benefit from plenty of fresh air each day. Wrapped up warmly, younger children sleep safely and soundly outdoors and build their energy levels. They also visit local community groups and the local parks, supporting their social development. Children enjoy healthy foods provided by their parents and the childminder is fully informed of their individual dietary needs and preferences. The childminder builds children's confidence and self-esteem. She bestows children with praise and encouragement for their efforts and achievements. The childminder's care routines ensure that children remain comfortable throughout the day.

p.3

Outcomes for children are good

Children make good progress from their individual starting points. They develop good skills that help them to be ready for the move on to school. Children are inquisitive individuals. Younger children are curious and explore their environment. They spend time pressing different buttons on electronic toys and they listen to the sounds and music that the toys make. Children join in with the actions when singing songs. For example, they pat their hands together and roll their hands round and round, pretending they are rolling them around a bobbin.

p.3

Setting details

Unique reference number 201580 Local authority Warwickshire Inspection number 10071373 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 11 Total number of places 6 Number of children on roll 3 Date of previous inspection 11 June 2015

p.4

Registers

The childminder registered in 2001. She lives in Atherstone in Warwickshire. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.4

Registers

This inspection was carried out by Ofsted 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.

p.4

Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . 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.

p.4

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5