Childminder EY278313

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 happy in the childminder's care and they enjoy making choices about their play and learning. The childminder knows the children very well. She plays alongside them, skilfully extending their learning and early language development. However, she sometimes misses opportunities to encourage them to use numbers and counting in their play. Children are sensitively encouraged to become independent and confident learners. For example, the childminder helps children to persevere with self-chosen tasks, for example when she supports toddlers to fit board books into a small box. The childminder's interactions with children are appropriately adapted according to their age and ability, and she ensures all children are challenged in their learning. Children behave well and respond positively to the childminder's requests. The childminder makes good use of local services and attractions and this helps to expand children's knowledge of the local

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The provision is good

community. Children spend time outside every day, either in the well-resourced garden or walking to visit local parks, woods, museums, toddler groups and the library. Clear communication and regular safety routines support the children to learn how to keep themselves safe. For example, they know that they must wait at the top of the steps and take care as they go up or down on their way to the garden. The childminder recognises that improving her self-evaluation will support her to further develop the provision.

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need to do better?

n Children are given many opportunities to develop their independence. They are encouraged to make choices about how they spend their time, and given opportunities to make decisions within adult-led activities. For example, while making pizza the children have time to sample the toppings and decide for themselves which ones they would like to use. Children develop age-appropriate self-help skills, such as washing their hands and learning to put on their shoes and socks. n Children's early language skills are very well supported. The childminder responds to all attempts at communication. She models correct pronunciation and re-phrases children's words into full sentences. Children enjoy opportunities to look at books and sing songs independently, and with the childminder. n Children make good progress. The childminder plans activities across all areas of learning in response to children's interests and developmental needs. She

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need to do better?

extends children's mathematical vocabulary as they play, modelling language to describe size, quantity and capacity. However, she does not make the most of opportunities to support children's learning about number and counting. n The childminder works closely with parents to ensure children's developmental needs are well supported. She gathers information about children before they start and has ongoing communication with parents about their children's

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need to do better?

13 September 2019 development. For example, in preparation for children starting school, she reviewed a school readiness list together with children's parents to identify areas needing support. Parents are positive about the care and experiences the childminder provides, and say their children are very happy in her care. n The childminder meets regularly with other childminders. In addition to membership of a professional association and online support, this enables her to remain up to date with early years issues. Although the childminder does review and evaluate her provision, it is not fully effective in identifying areas for improvement to fully support the ongoing development of the provision. n Children have the opportunity to experience a broad variety of activities in the childminder's home and on outings. They are given the time and space they need to explore and investigate new experiences and materials, for example

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need to do better?

observing animals at the farm and exploring the texture of pizza dough. In the garden they spend time painting with water, blowing big and small bubbles, climbing the slide, running, and filling buckets in the sand. Indoors they pretend to cook, investigate the train track, read books, draw, and play musical instruments. n The range of activities children experience and the support they receive from the childminder prepare them well for the next stage in their education. For example, even very young children begin to join in with familiar rhymes and songs and show an interest in their name as it is being written. Older two-year- olds demonstrate their interest by repeating the letters of their name as they are sounded out and having a go at painting them using water on the ground.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder recognises the importance of keeping children safe at all times. She is able to identify the possible signs and symptoms of abuse and neglect and knows what to do if she is concerned about a child. The childminder ensures her statutory training remains up to date.

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should:

n strengthen self-evaluation to more effectively identify areas for improvement, to further enhance the quality of the provision n enhance children's understanding of numbers and counting by making the most of opportunities for children to hear and use numbers in their play and learning.

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Setting details

Unique reference number EY278313 Local authority Warwickshire Inspection number 10073332 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 0 to 5 Total number of places 6 Number of children on roll 6 Date of previous inspection 6 July 2016

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Information about this early years setting

The childminder registered in 2004 and lives in Stratford-upon-Avon. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector looked around the childminding premises and discussed the provision with the childminder. n The inspector observed and assessed the quality of teaching while children played indoors and outdoors. n A joint evaluation of a planned activity was carried out by the inspector and childminder. n The inspector looked at relevant documents, including evidence of the suitability of adults, training and children's assessment records. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n Parents' views contained in parent questionnaires were taken into account.

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Inspection activities

13 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

13 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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