Childminder EY469834

Overall effectiveness Good

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

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The provision is good

Children are happy and confident. Older children form friendships and play cooperatively, for example, while engaging in role play. Babies enjoy the one-to- one interactions consistently provided by the childminder and her assistant. Children engage in a wide range of activities and a current focus is on healthy eating. An activity begins with children exploring and talking about the texture and shape of an orange. They eat their orange and the childminder supports the extension of their vocabulary as she encourages them to describe the taste. Children readily listen to others and take turns to share their opinions. They enjoy singing, and the childminder extends their learning through introducing a song that substitutes five currant buns for five oranges. Children sing enthusiastically, count and learn to calculate as they take away one orange on each verse of the song. Children talk about their families and develop some awareness of diversity. For

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The provision is good

example, toys and picture displays show positive images. However, the childminder does not fully support children's understanding of similarities and differences between themselves and others. Communication with parents is good. Initial information requested from them clearly identifies children's care needs, although is less focused on what they already know.

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need to do better?

n The childminder and her assistant support children effectively so that they acquire skills and a capacity to learn. They observe, assess and plan well to help children make good progress in readiness for the eventual move on to school. n Older children speak clearly and confidently. They initiate conversations with the childminder and the assistant, and they talk about past and planned activities with their families. The childminder adopts effective teaching strategies to help younger children progress from putting words together to forming simple sentences. n Relationships between the adults and the children are very good. The childminder arranges a gradual settling-in period with parents, in accordance with their child's needs. This helps children to feel emotionally secure when care begins. Children behave well. They show consideration for others, share and take turns. The childminder and assistant offer praise for children's efforts and

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need to do better?

achievements, helping to boost their self-confidence. n The childminder reviews her provision and works with her assistant to identify priorities for improvement. They recently attended a training workshop to extend their skills in using sign language as a communication strategy. The childminder keeps up to date with early years issues, for example, through online research and by seeking advice from representatives of the local authority. n Children learn about the benefit and effects of physical activity. They have fun when the childminder invites them to join in with a 'keep fit' session and move

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need to do better?

10 September 2019 their bodies in different ways. Babies are encouraged to extend their skills while they climb on a small slide. Older children manage their self-care needs independently. n Children confidently make decisions about their play, including whether to play indoors or outdoors. The variety of activities outdoors includes opportunities for children to explore change as they mix soil and water. Babies balance well while making marks with chalk on a board attached to a wall and while painting with brushes on easels. n Children enjoy looking at books, and the childminder supports their understanding that print carries meaning. While reading stories she draws their attention to the words on the page. Children practise their good handling skills in a variety of ways and older children are able to draw shapes. Some can write their names. n Parents say that their children are making good progress. The childminder

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need to do better?

shares information about children's progress and asks parents about achievements at home. However, initially, she does not ask them to provide information about the stage of development that their child has already reached. n Children bring in photographs and talk about members of their families. The childminder provides some activities that support children's learning about diversity. However, she does not fully promote children's learning about different traditions, families and communities beyond their own experience.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder addresses children's welfare well. She keeps her safeguarding knowledge up to date. The childminder and her assistant are clear of the signs of possible abuse and neglect, and they know the local referral procedures to follow if they have a concern. They are aware of the duty to prevent children from being drawn into situations that may put them at risk of significant harm. The childminding premises are safe and secure.

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should:

n extend the arrangements for gathering information from parents when children first start, in order to use this to help plan for children's future learning n extend children's learning about similarities and differences, and about families, traditions and communities beyond their own experience.

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Setting details

Unique reference number EY469834 Local authority Walsall Inspection number 10079006 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 10 Total number of places 12 Number of children on roll 13 Date of previous inspection 12 September 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Wednesbury. She operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She works with assistants.

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Inspection activities

n The inspector observed activities while children played in the indoor and outdoor play areas. She discussed teaching methods with the childminder. n The inspector spoke to the childminder, her assistant and children at appropriate times through the inspection. n The inspector looked at evidence of the childminder's and the assistant's training and checked evidence of the suitability of adults living and working in the premises. n The inspector looked at a selection of children's assessment records and planning, policies and procedures and a range of other documentation. n The inspector took account of parents' views about the provision.

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Inspection activities

10 September 2019 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

10 September 2019 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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