Childminder in Worcestershire

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 have formed strong bonds with the childminder. They are happy, settled and relaxed in her care. Children demonstrate they feel safe and secure, climbing on the childminder's lap for a cuddle and reassurance if they are tired or upset. Children independently access resources and lead their own play. They use their imagination as they pretend to cook. Children press buttons on the toy microwave, open the door, look inside and announce 'not done yet'. The childminder sits alongside, engaging them in meaningful conversations. Children share their ideas and think out loud as they tell the childminder 'it's hot'. Babies investigate a range of cause-and-effect toys. They excitedly lift flaps and press buttons to make toys move and make a noise. Children are developing an understanding of their feelings and emotions. They demonstrate friendly behaviour and share toys with their peers. Babies are becoming confident walkers and learn to take risks safely. They

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The provision is good

are proud of their achievements as they successfully manoeuvre over the small step into the playroom. The childminder uses associative sounds and single words to support babies' emerging speech. For example, she models the sounds of different animals as she reads stories about animals. The childminder supports children's early mathematical development as she counts the toys and sings number songs. Children think and predict as they play matching games. They confidently roll a dice and count the dots.

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need to do better?

n The experienced childminder knows children well. She has a secure knowledge of the curriculum and a good understanding of how children learn and develop. However, on occasions, the childminder does not organise play activities well enough to ensure the youngest children are as actively engaged in their learning as older ones are. n The childminder responds well to children's individual needs. She helps children to settle quickly at sleep times as she plays images of fish swimming and soothing music to promote a relaxing environment. n The childminder provides children with activities which encourage their concentration and thinking skills. She sits alongside, offering encouragement and support as young children complete alphabet and number puzzles. However, the childminder does not consistently give children enough time to solve problems independently as she tells them where the puzzle pieces fit. n Children make good progress and develop the skills that they need for the next

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need to do better?

stage of their learning, including the move on to nursery and school. The childminder monitors and tracks children's progress to identify and swiftly respond to any gaps in learning. n The childminder gathers information from parents on induction about what children already know and can do, and uses this to plan for children's learning

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need to do better?

9 October 2019 from the outset. She shares ideas with parents to support children's learning at home. As a result, parents are involved in their children's learning. Parents' written comments state that they are impressed with the level of care the childminder provides and their children love attending. n Children are developing early language and communication skills. The childminder talks to them and listens to their response. She adapts language to support children's understanding and repeats words clearly, correcting what they say. n The childminder provides children with healthy snacks and opportunities to play outside in the fresh air. Children use wipes to wash their hands, and the childminder supports young children to wipe their nose with their own tissues. However, although hygiene practices are generally good, the childminder has not implemented ways to make sure that toys are always cleaned after use.

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need to do better?

n Children learn about their local community. The childminder takes them to visit the library for singing and story times. They learn to socialise with other children when they visit playgroups and parks. n The childminder is keen to continue with her professional development. She frequently completes online training. The childminder regularly meets with other childminders to discuss changes to legislation and to share ideas to enhance her practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role and responsibility in keeping children safe from harm. She carries out daily checks on all areas of her home to ensure children play in a safe and secure environment. The childminder supervises children well throughout the day. She undertakes regular safeguarding training which keeps her knowledge up to date. The childminder has a clear understanding of the reporting procedures should she have concerns about a child's welfare. She has some awareness of wider safeguarding issues, such as the 'Prevent' duty.

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should:

n enhance the organisation of play activities to ensure the youngest children are as actively engaged in their learning as older children are n provide children with even more time to independently solve problems in their play n review cleaning routines to make sure toys are washed after use.

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Setting details

Unique reference number EY470181 Local authority Worcestershire Inspection number 10075586 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 2 Total number of places 6 Number of children on roll 2 Date of previous inspection 24 June 2016

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Information about this early years setting

The childminder registered in 2013 and lives in Worcester. She operates all year round from 7am to 6pm, Monday to Friday, except for family holidays.

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Inspection activities

n The inspector held discussions with the childminder throughout the inspection. She looked at evidence of the suitability of persons living in the household. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector carried out a learning walk around the premises and discussed with the childminder the plans for children's learning. She evaluated an activity with the childminder to understand how the early years provision and the curriculum are organised.

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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

9 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

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