Hill Susan Lorraine

Overall effectiveness Good

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

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The provision is good

Children have established strong bonds and attachments with the childminder and her assistant. Parents comment positively on the homely and caring environment. As a result, children are happy and settled in attending. They show that they feel safe as they are confident to ask for help. For example, children seek the childminder's support as they put their rain suits on in preparation to go outside. Children have plenty of fresh air, physical exercise and opportunities to learn about the world that they live in. For example, they regularly go on outings to the forest, the park and nature trails. The childminder and her assistant teach children well through their interactions with them. However, on occasions, they do not always encourage children to fully explore their own ideas during planned activities, particularly creative experiences. The childminder plans a wide range of activities based on children's interests. For example, children learn about the changes in the

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The provision is good

seasons as they paint the different colours of autumn. The childminder encourages children to develop their hand muscles by using a variety of brushes and sponges to paint. Overall, the childminder and her assistant have high standards and work very well together. They regularly evaluate the setting and identify priorities for improvement. However, the childminder has not considered ways to build continually on the quality of practice for her assistant in order to enhance and elevate the quality of education to an even higher level.

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need to do better?

n The childminder has high expectations for every child. She teaches children to be kind, take turns and be respectful towards each other. As a result, children's behaviour is very good. The childminder and her assistant are positive role models. They provide children with lots of praise and encouragement. This supports children's emotional well-being effectively. n The childminder reflects on her practice and encourages parents and children to regularly share feedback. She demonstrates a good capacity to continually improve. The childminder monitors her assistant effectively, ensuring that he receives all mandatory training. However, she has not fully explored ways to build continually on the quality of practice for her assistant, in order to develop expert knowledge and skills in teaching. n Partnerships with parents are strong. The childminder and her assistant get to know each child and their family very well when they join the setting. They keep

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need to do better?

parents up to date with children's progress and share information about what they have been doing during the day. n The environment is well organised and welcoming. The curriculum builds on what children already know and the skills they need to develop next. The childminder and her assistant plan a varied range of activities, considering each child's individual starting points and previous experiences. However, they do not

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need to do better?

26 September 2019 always make the most of every opportunity to ask children questions during activities. Occasionally, children are not always supported to explore their own ideas to the highest level in their learning. This is because they do not consistently have the opportunity to develop their critical thinking skills, particularly during craft activities. n Children are keen learners. They listen intently to the childminder and respond well to instructions. They are engaged and self-motivated as they direct their own learning. Children demonstrate a love for imaginative play. They delight at making a 'birthday cake' out of sand and blowing out stick 'candles'. Children extend their own learning and enjoy singing 'happy birthday' to their peers. n The childminder regularly assesses what children know and can do. She identifies any gaps in children's learning and plans activities to close these swiftly. Recently, the childminder has developed the range of resources in the

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need to do better?

outdoor environment to enhance children's mathematical skills even further. In turn, children now count and identify numbers up to 10. They also enjoy exploring capacity by experimenting with measuring jugs and tools during water play. n Children develop good communication skills for their individual age and stage of development. The childminder repeats the words children say during their play and extends their vocabulary. She skilfully introduces new words such as 'prickly' when talking about hedgehogs during creative activities. Children also develop a love for reading. They are in awe of the childminder and her assistant as they enthusiastically read a familiar story. They use puppets to make stories engaging and interactive for children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a secure understanding of their roles in safeguarding children. They attend regular training updates to keep up to date with recent safeguarding issues. As a result, they have a comprehensive knowledge of the signs and symptoms that may indicate a child is at risk of harm. The childminder knows the local referral procedures to follow if she is concerned about a child's welfare. She carries out robust risk assessment checks to ensure the environment is safe.

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should:

n maximise all opportunities to use highly skilful questioning during planned activities to enhance children's critical thinking skills to the highest level n build on the range of training for the assistant to provide a sharper focus on teaching and learning and ensure excellent outcomes for children.

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Setting details

Unique reference number 205066 Local authority Worcestershire Inspection number 10115909 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 to 7 Total number of places 12 Number of children on roll 7 Date of previous inspection 17 April 2015

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Information about this early years setting

The childminder registered in 1997 and lives in Kidderminster, Worcestershire. She operates from 8am to 6pm Monday to Friday, all year round, except for bank holidays and family holidays. The childminder holds an appropriate early years childcare qualification at level 3. She provides funded early education for three- and four-year-old children. The childminder works with her husband, who is her registered assistant.

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Inspection activities

n The childminder gave a tour of her environment and discussed her practice and plans for improvement with the inspector. n The inspector spoke with the childminder, her assistant and children at appropriate times during the inspection. n The inspector observed the quality of teaching indoors and outside, and assessed the impact this has on children's progress. n The inspector and childminder jointly evaluated the quality of teaching during a planned activity. n Children and parents shared their views with the inspector through discussions and written evidence provided. n The inspector checked evidence of the suitability of household members and the qualifications of the childminder.

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Inspection activities

26 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

26 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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