Childminder in Warwickshire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Teaching varies because the childminder does not fully know how to promote learning at a good level, as she is lacking confidence in this area. She does not have high enough expectations of children's abilities. Therefore, she does not consistently provide activities that promote their key next steps in learning. Children flit too readily between activities and sometimes struggle to maintain engagement in the experiences provided. That said, the curriculum is generally broad. Babies enjoy cause and effect toys that light up and make sounds. Children like imaginative games, such as playing with small-world vehicles and play characters, and constructing with bricks. Overall, they gain the basic skills they need for the future. The childminder works well in partnership with parents. However, partnerships with other providers are not as successful. Nevertheless, the environment is secure. The childminder has adequate space for children to use and

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The provision requires improvement

her home is well resourced. This helps children to feel comfortable and safe. The childminder has a robust settling-in process. She gets to know children well on entry. Children develop warm relationships with the childminder. Overall, they are settled, content and happy attending. Children learn to listen when directed and play cooperatively with their peers. However, the childminder does not always provide them with the clearest direction about what is happening. Therefore, they do not always cooperate with the boundaries set or fully participate in the daily routines, such as lunchtime.

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need to do better?

n The childminder is experienced. She conducts research and maintains her safeguarding and first-aid training. This has a positive impact on the care provided. However, the childminder does not have a strong understanding of new Ofsted guidance, including expectations of education. There is room to extend professional development to build confidence and develop teaching to a higher level. n The childminder observes children and assesses their learning. However, she does not make the best use of what children know and can do to provide a fully effective curriculum. She does not plan highly rich, imaginative and challenging activities targeted at promoting children's key next steps in learning to foster the best possible progress. n The childminder promotes communication, language and literacy. She names objects, talks to children continually about what they are doing and seeks their response in conversation. She also sings a familiar rhyme as children explore a

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need to do better?

'Jack in the box' toy and she reads stories with children as they request them. Children experiment with mark making and they like drawing pictures. n The childminder helps children learn about other cultures and seasonal themes. For example, they recently celebrated Halloween and Bonfire Night. Children like

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need to do better?

6 November 2019 being creative. They make firework collages using card, chalks and glitter. The childminder takes children out and about most days to local toddler groups, art clubs, dance sessions and the park. This helps to widen their experience of the world. n The childminder cares for children effectively and promotes their individual care needs. She promotes healthy eating, plenty of outdoor play, physical activity and good hygiene. Children develop confidence and independence. They learn to manage their own self-care needs when they are ready, for example washing their hands and using the toilet. n The childminder generally manages children's behaviour in a suitable way. She talks to them about right and wrong and re-directs them when they are displaying undesirable behaviour. However, she does not always give children clear guidance about what is happening now and next. Therefore, sometimes, they do not fully cooperate with the setting boundaries or actively take part and

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need to do better?

become involved in daily routines. n Partnerships with parents are established. The childminder shares two-way information with them about children's care, development and time they spend at the setting. Parents comment that they are happy with the service provided. However, there is scope to build on partnerships with other providers, particularly with those provisions that children attend alongside the setting, to help foster the best continuity between the setting and the education children receive elsewhere. n Self-evaluation is in place. The childminder monitors the quality of the provision, which includes obtaining the views of children and their parents. She can identify her key strengths and has some understanding of the key weaknesses. She aspires to achieve good standards and knows what she needs to address to help her further improve.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps all necessary records up to date. This helps her to promote children's health, safety and welfare. She conducts overview risk assessment checks of all areas of her home and garden, and also for all routine outings and trips, which she reviews as needed. The childminder maintains ratios and supervises children closely. She is knowledgeable about child protection issues. The childminder can identify potential indicators of child abuse, neglect, radicalisation and extremism. She has a safeguarding policy and knows how to use it to correctly manage different types of concerns. This helps to protect children from harm.

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Due date

broaden the curriculum and make better use of what children know and can do, to plan highly rich, imaginative and challenging activities that promote their key next steps in learning and foster best possible progress 07/01/2020

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Due date

extend professional development and focus sharply on building confidence, gaining a clear understanding of all Ofsted guidance, including expectations of education, and developing teaching to a good level. 07/01/2020

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should:

n give children clearer guidance about what is happening now and next to promote better cooperation with the setting boundaries and full participation in daily routines n build on partnerships with other providers, particularly with other settings that children attend, to help foster the best continuity in children's education.

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Setting details

Unique reference number EY441485 Local authority Warwickshire Inspection number 10075066 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 0 to 4 Total number of places 6 Number of children on roll 4 Date of previous inspection 18 July 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Southam, Warwickshire. She operates Monday to Thursday, from 8am until 5.30pm, all year around, except bank holidays and family holidays.

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Inspection activities

n The inspector observed teaching practice and considered the impact this has on children's learning. n The inspector viewed the areas used for childminding and held discussions with the childminder about the organisation of the setting and her resources, toys and equipment. n The inspector held discussions with the childminder throughout the inspection as appropriate. She discussed with the childminder how she safeguards children, promotes their welfare and fosters learning. n The inspector looked at the documents available, including children's information, health and safety records and relevant policies. n The inspector checked evidence of the suitability and qualifications of the childminder. n The inspector interacted with children and sought the views of parents from the written evidence provided.

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Inspection activities

6 November 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.

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Inspection activities

6 November 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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