Childminder EY417789

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 safe, happy and settled in this welcoming, child-orientated environment. They develop a sense of belonging as they put their coat, shoes and bag in a designated area which is labelled with a special notice. They are eager to learn, and have much fun as they participate in the activities the childminder provides. Children excitedly watch as the childminder blows bubbles, and they chase around the garden trying to catch them. They compare the sizes of the bubbles and know that some are big and some are little. Children join in with familiar songs. They sing the words to 'Old MacDonald Had a Farm' and can name the animals and the sounds they make. The childminder extends the activity as she introduces toy animals for children to match to the corresponding pictures. Children create music with much vigour as they play instruments to familiar songs. They understand instructions as they 'freeze' their instruments when the music stops and

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The provision is good

play them when the childminder says 'go'. Children know the routines of the day. They call to their friends to tell them it is snack time. They sit at the table, wait patiently for their snack and cut their own bananas with a child-friendly knife. Children play well together. They take turns to pour water into a container and watch as it flows down pipes.

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need to do better?

n Learning is enjoyable as the childminder skilfully ignites children's curiosity and excitement. She makes interesting props to support stories, which encourage children to become engrossed and listen attentively. Children learn that bees fly because they have wings, and caterpillars walk because they have legs. Children count how many legs they have and compare the number to how many legs a caterpillar has. n Children make good progress in their learning. They develop the skills that they need for the next stage of their learning, including the move on to school. The childminder shares information with other settings children attend to ensure continuity in children's care and learning. The childminder monitors and tracks children's progress to identify any gaps in their learning. Occasionally, the childminder misses opportunities to incorporate children's next steps for learning into their play. n Good relationships with parents mean that they are fully involved in their

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need to do better?

children's learning. The childminder gathers detailed information from parents about what children already know and can do, and uses this to plan for children's learning from the outset. The childminder continually shares ideas for parents to support children's learning at home. n The childminder reflects on her practice. She seeks the views of parents and children through questionnaires. Parents say that the childminder is caring, thoughtful and very supportive. Children say that they feel safe and happy with

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need to do better?

12 September 2019 the childminder. n Training is a high priority. This ensures that the childminder keeps her childcare knowledge up to date. She regularly meets with other childminders and attends forums where they share ideas. She implements these into her practice to enhance the quality of her provision. n The childminder continually fosters children's communication. She talks to them and asks questions. However, sometimes, she is too quick to tell children the answers instead of encouraging them to think for themselves. The childminder takes children to groups to promote their independence and social skills. Children learn about their local community. They visit the library for singing and story times. They learn to be respectful of their elders as they visit a local care home and sing and dance with the residents. n Children play nicely together. They learn to share their toys and take turns. They

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need to do better?

laugh as they chase each other in the garden. The childminder reminds them to be careful when they are running, teaching them to begin to take care of their own safety. n Children's health is promoted well. They enjoy healthy snacks and learn that fruit is good for them. They spend time in the fresh air and visit local parks and the countryside. They learn good hygiene practices. For example, they wash their hands after playing outside and stroking the rabbits.

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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 of abuse and neglect. She has attended training to enhance her knowledge of safeguarding concerns, including wider safeguarding issues, and to increase her understanding of the 'Prevent' duty. She has a good understanding of the procedures to follow and where to seek advice and support if she has any concerns. The childminder provides children with an environment that is safe and secure. She carries out risk assessments of her home and any outings that children take part in.

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should:

n provide children with more time to answer questions and think for themselves to extend their learning even more n consider ways to incorporate children's next steps for learning more consistently into their play.

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Setting details

Unique reference number EY417789 Local authority Worcestershire Inspection number 10067045 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 9 Total number of places 6 Number of children on roll 8 Date of previous inspection 8 September 2015

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Information about this early years setting

The childminder registered in 2011 and lives in Worcester. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities, indoors and outdoors, and 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, including policies and children's records. n The views of parents were taken account of during the inspection through written questionnaires.

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Inspection activities

12 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

12 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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