Childminder EY370634

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 and sociable. The childminder encourages them to lead their own play, while effectively supporting their learning by engaging them in conversation. Children confidently make decisions about where to play and what to play with. For example, toys and activities are available to them in the sitting room, in a cabin in the garden that is designated for childminding, and in a covered area between the house and the cabin. The childminder provides a very good variety of resources. Children use their emerging speaking skills and their imagination while playing with construction toys. Young children say that they have made a shark and they sing a favourite song while they pretend that their shark is swimming. The childminder encourages children to extend their speaking skills through singing. She sings the words in songs clearly and at a pace that means children can easily join in.

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The provision is good

The childminder helps children to prepare emotionally and socially for the eventual move onto pre-school or school. For example, they interact with other children and adults at groups. Children gain some awareness of diversity through the positive images they see in books and toys, but the childminder has not fully considered ways to raise their awareness of similarities and differences between themselves and others. Initial information requested from parents clearly identifies each child's care needs and what the child already knows and can do. Contact is then continuous so that the parents and the childminder work together to meet each child's needs.

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need to do better?

n The childminder supports children effectively so that they acquire skills and a capacity to learn. She observes, assesses and plans well to challenge children and ensure they make good progress. Parents comment positively on how keen their children are to attend, children's progress and methods of communication. n Children speak confidently. The childminder adopts effective teaching strategies to help younger children progress from putting words together to forming simple sentences. They initiate conversations with the childminder and she gives children plenty of time to think and then put their thoughts into words. n The bond between the childminder and the children is strong. She initially agrees a settling-in procedure with parents in accordance with their child's needs. This helps children to feel emotionally secure when care begins. Children behave well. The childminder offers praise for children's efforts and

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need to do better?

achievements, which helps to boost their self-confidence. Children learn to share and take turns. n The childminder reviews her provision and identifies priorities for improvement. She consistently keeps her early years knowledge up to date. The childminder is

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need to do better?

27 September 2019 currently using the information gained from training and through her own research to enhance learning opportunities outdoors. One outcome from this, is that the childminder has extended opportunities for children to make marks, for example, on chalk boards fixed to fencing. n Children make good progress in their physical development. They eat healthy food and the childminder ensures that they are physically active and learn to manage risks. For example, they make decisions about whether to attempt the climbing wall and walk on the rope bridge at the park. However, she does not fully support younger children's learning about self-care with regard to recognising a wet or soiled nappy and what a potty or toilet is used for. n Children practise their good handling skills in a variety of ways. They know and talk about a wide range of colours while they build models with bricks. Younger children say that the colours look like a rainbow. The childminder engages in

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need to do better?

conversation with them about light and dark colours, and the differences between colours that look similar, such as maroon and brown. n Children count while they play and readily use mathematical language, such as 'more' and 'too big'. They begin to order objects by size and the childminder encourages them to count groups of bricks that are the same colour. Younger children count numbers in sequence to 10. The childminder is supporting them well as they gain an understanding of different quantities, early calculation and numerals. n Children gain some understanding of different families and the childminder encourages discussions about diversity. However, she does not fully promote children's learning about different traditions, communities and beliefs beyond their own experience.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes training to keep her child protection knowledge up to date. She is aware of the signs of abuse and neglect and knows the local referral procedures to follow if she has a concern. The childminder is aware of the duty to prevent children being drawn into situations that put them at risk. She makes sure that her house and garden are secure so that children cannot leave unsupervised and unwanted visitors cannot gain access. She identifies and successfully minimises potential risks in her home.

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should:

n extend practice for supporting children's understanding of different traditions, cultures and beliefs n build on practice for supporting children in communicating a wet or soiled nappy

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should:

27 September 2019 and learning what a potty or toilet is used for.

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Setting details

Unique reference number EY370634 Local authority Warwickshire Inspection number 10071388 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 to 10 Total number of places 6 Number of children on roll 12 Date of previous inspection 17 April 2015

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Information about this early years setting

The childminder registered in 2008. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The inspector observed activities while children played in the indoor play areas. She discussed teaching methods with the childminder. n The inspector looked at evidence of the childminder's qualification and training, and checked evidence of the suitability of adults living in the household. 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 spoke to the childminder and children at appropriate times throughout the inspection. n The inspector took account of parents' views about the provision.

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Inspection activities

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

27 September 2019 27 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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