Childminder in Dudley

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 thoroughly enjoy the time they spend in this warm and welcoming environment. They are enthusiastic learners. They are eager to participate in a range of activities that stimulate their curiosity and foster their enjoyment of learning. Children develop their imagination as they play. They say that the toy cat is poorly. They pretend to take the cat's blood pressure and temperature and listen to its heart with a stethoscope. The childminder extends the activity as she asks children if they know where their own heart is. They listen to their heart and feel it beat. They develop good communication and language skills as they repeat new words, such as 'stethoscope'. Children thoroughly enjoy singing songs. They join in their favourite songs with great gusto and correctly copy the actions. Children behave well. They learn to share and take turns. The childminder deals with unwanted behaviour sensitively and calmly. Children are encouraged to sort out

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The provision is good

minor disputes for themselves. Children learn about their local community and the wider world. They visit places of interest, such as the library, and meet with other children at local groups to develop their confidence in different situations. Children learn about cultures that are different to their own. They paint Rangoli patterns, look at books about different homes around the world and listen to a story about Rama and Sita.

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need to do better?

n Children are eager to take part in activities and concentrate well for their age. They make good progress from their starting points because the childminder knows them well. She gathers information from parents about what children already know and can do when they first start. She uses this information to plan effectively for children's learning from the outset. Children learn the skills that they need to support them in the next stage of their learning, including the move on to school. n The childminder works closely in partnership with parents. She has developed a two-way flow of information with parents to ensure there is consistency in children's learning. The childminder provides parents with photographs, termly reports and assessments via an online system. Parents are happy with the care their children receive. They comment that their children take part in purposeful activities which keep them stimulated and help with their development.

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need to do better?

n The childminder is a good role model. She is kind and considerate and treats the children with respect. For example, she gives children prior warning that she is going to change their nappy. Children form close relationships with the childminder. They are happy and settled in her care and seek her out to join in their games or for reassurance. Children are able to choose from the activities that the childminder puts out for them. However, some resources are stored where children cannot see them, so they are not always fully aware of what is

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need to do better?

10 September 2019 available for them to choose from. n The childminder continually reflects on her practice and is eager to make improvements that will benefit children. She seeks the views of parents and acts on any suggestions to help her raise the quality of the provision. The childminder has attended copious amounts of training since her last inspection. She continually seeks additional training to make sure that she is up to date with new initiatives and ideas. n Children's health is promoted well. They wash their hands at appropriate times of the day. They enjoy healthy snacks and the childminder tells children that fruit is good for them and that it is full of vitamins and antioxidants. Children learn to keep themselves safe. The childminder teaches them to hold the rail as they come down the stairs. n Children thoroughly enjoy looking at books and listening to stories. They especially enjoy interactive books where they lift the flaps and find the animals

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need to do better?

hiding beneath them. The childminder shows children how to turn the pages of the book and talks to them about the characters and animals they can see. Children recognise some of the animals and name them as a 'whale', a 'polar bear' and a 'turtle'. The childminder tells children that the animals live in the Arctic and that it is very cold there. Sometimes, the childminder is too quick to provide children with information instead of encouraging them to think for themselves.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of the signs that may indicate a child is at risk of abuse or neglect. This also incudes wider safeguarding issues, such as preventing children from being drawn into extreme situations. The childminder fully understands the procedures to follow if she has any concerns and where to seek advice and support. The environment is safe and secure. The childminder carries out risk assessments of her home and any outings that children take part in.

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should:

n consider ways to support children to select and choose even more resources for themselves n provide children with even more opportunities to think for themselves, to extend their learning even more.

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Setting details

Unique reference number EY476993 Local authority Dudley Inspection number 10075909 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 2 to 2 Total number of places 6 Number of children on roll 1 Date of previous inspection 17 May 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Stourbridge. She operates Monday to Friday, from 7.30am until 6pm, term time only. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The quality of teaching during activities indoors and outdoors was observed, and the inspector assessed the impact this has on children's learning. n The inspector spoke with the childminder and children at appropriate times during the inspection and carried out a joint evaluation of the teaching and learning with the childminder. n The areas of the childminder's home used by children were viewed by the inspector. n The inspector looked at relevant documentation, such as policies and children's records. n The views of parents were taken into account from written letters to the inspector and questionnaires.

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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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