Childminder 201324

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

p.1

The provision is good

Children are confident and happy in the childminder's home. They thoroughly enjoy choosing activities from the very broad range of stimulating resources. However, at times, it is difficult for them to maintain concentration and complete one activity before they are distracted by another. The childminder offers additional planned activities which support and extend children's learning. Children are eager to take part in these exciting activities, for example using garden tools to plant spring bulbs. The childminder makes the most of local amenities; she regularly takes children out on visits and encourages them to develop an interest in the natural world. For example, children use magnifying glasses to closely observe and investigate autumn materials, such as leaves, conkers and pumpkins. Children behave very well. The childminder models positive and respectful interactions, and the children naturally follow her lead. They are taught how to share and take turns

p.2

The provision is good

with one another. The childminder calmly intervenes to support them to negotiate and share successfully when needed. The childminder works with parents to plan an appropriate settling-in period for individual children. This supports them to settle in quickly and feel safe and secure in the childminder's home.

p.2

need to do better?

n Children are given opportunities to develop their self-help skills and independence. The learning environment is organised to support this, for example low coat hooks and a step for handwashing enable children to be more independent with their self-care. Resources are stored in accessible storage boxes, allowing children to access them independently. n Children's language skills are very well supported. The childminder consistently responds to their comments and questions, re-phrases their speech into full sentences and introduces new vocabulary. She corrects misconceptions, for example when she explains the difference between a watermelon and a pumpkin. n Children make good progress. The childminder plans activities across all areas of learning in response to children's interests and developmental needs. She supports them to reach their identified next steps, for example by extending their knowledge of number and shape as they play. The childminder values

p.2

need to do better?

children's individual choices and ideas, and she adapts activities in response to them. However, she does not consistently support children to maintain their attention and engage in sustained play and learning. n Children demonstrate their interest in and knowledge of books and songs. For example, they bring the book and five toy ducks to the childminder to sing 'five little ducks went swimming one day'. The childminder holds the book up for the children to see and encourages them to count the ducks as they sing the song. n The wide range of experiences offered to children broaden their knowledge of

p.2

need to do better?

21 October 2019 the world around them and support them to develop their social skills. For example, they attend age-appropriate groups and visit the library and local parks. Children spend time outside or engaged in physical activity every day. During outings, the childminder teaches children about road safety. n The childminder evaluates the provision she offers to children, and reviews and updates resources to ensure they meet children's needs. She shares ideas and good practice by meeting regularly with other childminders and through membership of online childminding groups. The childminder acknowledges that she would benefit from identifying more professional development opportunities to support her to further develop her teaching. n Children are well prepared for the next stage in their education. They develop good handling skills as they use pasta pieces, pinecones and acorns to create hedgehogs and birthday cakes with play dough. Their drawing skills develop well

p.2

need to do better?

as they use a range of drawing materials, including chalk and whiteboards. n Partnerships with parents are good. Parents value the range of experiences offered to their children and the flexibility in the care provided. They say their children are very happy to attend and have made good progress in the childminder's care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder recognises her role in keeping children safe, both while they are in her care and within other aspects of their lives. She talks confidently about the signs and symptoms of abuse and neglect to look for and knows the procedures to follow if she is concerned about a child. The childminder ensures her statutory training for paediatric first aid and child protection remain up to date. Thorough policies and procedures support her to ensure she keeps children safe. The childminder's home is clean and well maintained, and she takes appropriate action to ensure any risks to children are minimised.

p.3

should:

n review organisation of the provision to ensure children are fully supported to develop their concentration and engage in sustained play and learning n make the most of professional development opportunities to raise the already good teaching to an even higher level.

p.3

Setting details

Unique reference number 201324 Local authority Warwickshire Inspection number 10072479 Type of provision Childminder

p.4

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 5 Date of previous inspection 5 July 2016

p.4

Information about this early years setting

The childminder registered in 1992 and lives in Atherstone. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n The inspector looked around the childminding premises and talked with the childminder about the provision she offers. n The inspector observed and assessed the quality of teaching while children played indoors. n A joint evaluation of a planned activity was carried out by the inspector and childminder. n The inspector looked at relevant documents, including training and children's assessment records. n At appropriate times throughout the inspection, the inspector spoke to the childminder and children. n Parents were spoken to, and their written views were also taken into account.

p.4

Inspection activities

21 October 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.

p.4

Inspection activities

21 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6