Childminder 204503

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

The childminder's home is safe and secure. She provides children with a stimulating environment where they happily enjoy playing and exploring. The childminder is warm and caring. She has built trusting, nurturing relationships with the children in her care. This helps them to feel safe and gives them the confidence to grow and develop skills for the future. The childminder is sensitive to children's individual needs. She recognises when they are tired, hungry or feeling a little unwell. She offers cuddles and reassurance, giving children the confidence and encouragement to have a go. Young children are beginning to learn how to behave. They are developing independence and can make their needs known. Children enjoy helping the childminder to tidy equipment away. They access their drinks without support and know where they need to sit to eat their snacks. The childminder provides children with a varied range of learning experiences. Young children have

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The provision is good

opportunities to develop their emerging skills as they explore materials that make different sounds, play with the balls, build towers with stacking cups and make marks. The childminder provides children with lots of opportunities to learn about the world around them as they take part in a range of trips and visits. Parents' feedback is very positive. They comment that they are really happy with the childminder's provision and the progress their children are making.

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need to do better?

n The childminder ensures she keeps her knowledge and skills up to date. She completes mandatory training, including safeguarding and first aid. However, she has not fully considered how to focus her professional development on raising the quality of her teaching practice to the highest level. That said, the childminder identifies some priorities for improvement and is regularly looking at further ways to build on her environment and the experiences she offers. n The childminder interacts effectively with children and joins in with their play. She observes and assesses the progress children make, and identifies their next steps for learning. However, she does not always use this information to plan meticulously for the youngest children. As a result, occasionally, planned activities are not precisely focused enough to help all children make optimum progress in their learning. For example, as young children show an interest in

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need to do better?

creative activities, the childminder does not consistently provide enough varied materials to build on their creativity and natural curiosity for learning. n The childminder provides older children with challenging experiences that help to consolidate and extend their learning in preparation for school. She offers them a range of activities that help to foster their literacy and mathematical skills. For example, the childminder encourages children to write and to recognises the letters in their names. She encourages them to count and recognise numbers. She also introduces mathematical language and propositions

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need to do better?

28 October 2019 during games and routines. n Children behave well. The childminder is a positive role model and has high expectations. She manages children's behaviour effectively and uses age- appropriate methods to help children develop their understanding of managing their own feelings and behaviour. The childminder explains the strategies she uses to support older children's behaviour. She encourages them to be kind and caring to one another, to play cooperatively and to share and take turns. n Children's physical and emotional well-being is effectively supported. They have good opportunities to develop their physical skills during indoor play, as they access the outdoors and during trips to the local park. The childminder praises children and helps them to develop a real sense of self-worth. She values and respects every child and provides opportunities to help them learn about similarities and differences in each other.

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need to do better?

n The childminder talks to children and models and reinforces words to help them hear clear language. She uses stories, songs and rhymes to support children to develop their understanding, listening and emerging vocabulary. The childminder supports children who speak English as an additional language effectively. She values and respects children's home language and is beginning to learn new languages. She repeats words in English and children's home language. This helps children to hear words that are familiar to them. All children make good progress in their communication and language development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has attended recent safeguarding training. She is fully aware of her responsibilities to protect children from harm. The childminder demonstrates a secure understanding of the signs and symptoms of abuse. She is alert to wider safeguarding concerns that children could be at risk from. The childminder has implemented effective policies and procedures to keep children safe. She observes children and listens to their voice to ensure any concerns are identified quickly. The childminder knows the procedures to follow for any concerns raised over a child's safety and well-being.

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should:

n identify further ways to focus professional development on raising the quality of teaching practice even further n uses children's assessments and next steps to plan even more precisely for the youngest children to build on their creativity, extend their natural curiosity and help them make optimum progress across all areas of their learning.

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Setting details

Unique reference number 204503 Local authority Worcestershire Inspection number 10072497 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 1 to 11 Total number of places 6 Number of children on roll 15 Date of previous inspection 31 March 2016

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Information about this early years setting

The childminder registered in 1997 and lives in Rubery, near Birmingham. She operates all year round from 7.30am 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 completed a learning walk with the childminder and discussed how her provision is organised and what experiences she offers for the children in her care. n The inspector observed a range of activities and evaluated the quality of teaching and the impact on children's learning. n The inspector held discussions with the childminder and considered parents' written views. n The inspector looked at a sample of the childminder's documents. This included evidence of her suitability and training and household members' suitability.

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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

28 October 2019 28 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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