Childminder EY380494

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 coming to this warm, welcoming, nurturing and well- resourced environment. They independently make choices from a wide range of fun activities. Children are confident and eager to learn. However, on occasions they struggle to share and need reminders from the childminder. Children enjoy dressing up in costumes inviting the childminder to join in their play. She skilfully interacts with them as they make pretend bowls of soup, and acts out various roles with different voices as they decide whether their dolls need a doctor because they are 'poorly'. Children form extremely strong attachments with the childminder, who responds exceptionally well to their needs and helps them to feel safe. Children are eager to join in an activity to look for 'autumn treasure', pretending to talk like pirates. They look for acorns and conkers which have been collected on their woodland walks with the childminder. Children are learning early mathematical

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The provision is good

concepts as they look at pine cones and talk about which is bigger or smaller. They count the leaves as they pull them off branches and place them into their treasure baskets. The childminder reads stories aloud which capture the children's imagination. They join in with feeling and touching the books and discuss what they did with the blackberries they found on their walk as the squirrel in the story hid his.

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need to do better?

n The experienced and well-qualified childminder provides a wide range of activities based upon children's interests. Children develop an exceptional interest in literacy. They enjoy sitting with the childminder reading their favourite books, turning the pages and talking about the stories. Children inquisitively play with felt animals and insects. They stick them onto the felt log, talking about the snail in his house, where you find worms and the hedgehog with 'prickles'. The childminder generally supports children's early language skills. She repeats singular words when children mispronounce them. However, she has not yet considered other strategies to use to further extend children's communication and language development. n Children are encouraged to be independent. They develop their small-muscle skills as they use the knives to spread butter onto their toast. Children learn to manage their self-care skills and are supported by the childminder in toilet

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need to do better?

training. Good health and care practices teach children to develop an understanding of their personal needs. Children wash their hands with soap while singing a song. They know this is to wash the germs away after toileting and before they eat. n Children's behaviour overall is suitable. The childminder uses a variety of techniques to support children who have not yet fully learned how to manage their feelings and find it hard to share. However, this is not always successful

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need to do better?

2 October 2019 and children can, on occasions, fall out. The childminder acts as a good role model and children use their manners and are polite when talking to her. n Children learn about the wider world and take regular trips to the woods, park, playgroups and library. They learn about different cultures and recognise the diverse society we live in. The childminder ensures children learn about a variety of festivals. They take part in Chinese New Year, St Patrick's Day and other occasions, such as Halloween. n The childminder is a member of several childminding organisations. She keeps up to date with changes and completes regular training. The childminder is keen that this has a positive impact on the quality of childcare she provides. She evaluates her practice to ensure that the children are receiving the best possible experiences. n Partnerships with parents are strong. The childminder uses clear and concise

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need to do better?

information gathered from parents at the start of their child's placement. She uses this along with her own observations to ensure she plans successfully for children's learning, development and care needs. Accurate assessments are completed and parents are provided with regular updates on their child's progress. Parents comment how well children have learned skills for their next stage of learning. For example, holding pens and writing. They talk positively about how friendly the childminder is and the support and advice they receive, and state that their children 'are in the best possible hands'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has robust policies and procedures in place. She knows the procedure to follow if she has concerns regarding a child in her care. The childminder regularly updates her safeguarding knowledge and has recently undergone some training relating to female genital mutilation. She ensures her premises are safe by conducting risk assessments which reduce or minimise any risk to children in her care.

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should:

n continue to build on the behaviour strategies already in place to help younger children develop stronger levels of self-control and to further enhance their understanding of expectations and boundaries n identify further strategies to support and extend children's early language development.

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Setting details

Unique reference number EY380494 Local authority Walsall Inspection number 10106368 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 6 Total number of places 6 Number of children on roll 9 Date of previous inspection 3 June 2015

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Information about this early years setting

The childminder registered in 2008 and lives in Sutton Coldfield, West Midlands. She operates all year round from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She receives funding 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 assessed the impact this has on children's learning. n The inspector completed an observation with the childminder of an adult-led activity and discussed her curriculum for the setting. n The inspector took into account views of parents through written feedback. n The inspector looked at relevant documentation and evidence of the suitability of the household. n The inspector spoke with the childminder and children during the inspection.

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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

2 October 2019 2 October 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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