Childminder EY411213

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 provides a welcoming environment. She observes, assesses and plans well to challenge children and ensure they make good progress. The childminder's teaching practice is strong. She supports children effectively so that they acquire skills and a capacity to learn. The childminder encourages children to lead their own play, while providing resources that link to their interests and supporting their learning effectively as she engages them in conversation. Children are happy and sociable. They confidently make decisions about their play and respond positively when the childminder invites them to listen to a favourite story about a man made of sticks. The childminder supports children's thinking and speaking skills effectively. For example, she asks children open-ended questions and encourages them to anticipate and talk about what happens next in the story. Children are then keen to explore and use materials that link to this interest, which

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The provision is good

are available in a large tray. These include play dough, leaves, lollipop sticks, twigs, buttons, pine cones, conkers and some small-world figures. Children use the materials to recreate their favourite parts of the story and to develop their own ideas. They play cooperatively and understand expectations for sharing and kindness towards others.

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need to do better?

n The childminder ensures that she plans effectively so that children's learning builds well on what they already know and can do. Children develop good skills that help them to be ready for the move on to pre-school and school. They are prepared well emotionally and socially for moving on. For example, they interact with other children and adults at groups. n The bond between the childminder and the children is strong. The childminder initially agrees a settling-in procedure with parents, in accordance with their child's needs. This helps children to feel emotionally secure when care begins. The childminder offers praise for children's efforts and achievements, which helps to boost their self-confidence. n Children speak confidently. They initiate conversations with the childminder and she gives each child time to share their thoughts. Story times are interactive. However, some stories are written in verse, and the childminder does not make

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need to do better?

the most of opportunities to promote children's learning about words that rhyme. n The childminder supports children to explore different materials and solve problems. Children decide to make models and use play dough for 'bodies', conkers for 'heads' and sticks for 'arms' and 'legs'. They clearly and confidently describe what they are creating and tell the childminder how many limbs and eyes their models will have. They know that if they push a long stick through the dough it creates two 'arms'.

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need to do better?

14 November 2019 n Children develop some understanding of diversity. However, the childminder does not fully promote children's learning about different traditions and communities beyond their own experiences. n The childminder promotes mathematical learning in a wide range of activities, and children spontaneously use mathematical language. The childminder talks with children about the 'shape of the week', which is currently a rectangle. Children know that this shape has four sides and they talk about two sides being long and two sides being shorter. n Children make good progress in their physical development. The childminder takes them to play parks and country parks, where they play on equipment that helps them to develop skills and confidence. She encourages children to manage some risks for themselves, such as when they are climbing. Children develop good handling skills. Older children's pencil control is good and they can draw

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need to do better?

recognisable shapes. n Children develop an understanding of danger and how to keep themselves safe. They know why they must hold hands while walking on the pavement, and learn to stop, look and listen before and while crossing the road. n The childminder encourages children to develop independence, including managing their own hygiene and personal needs. They learn to manage simple tasks, such as putting on their shoes and coats, and older children can manipulate zip fasteners. n The childminder evaluates her practice and ensures that she keeps her knowledge about early years issues up to date through proactive research and training. She encourages parents to share views about her provision in their child's daily diary.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes training to keep her child protection knowledge up to date. She is aware of the signs of abuse and neglect, and knows the local referral procedures to follow if she has a concern. The childminder is aware of the duty to prevent children from being drawn into situations that put them at risk. She makes sure that her house and garden are secure so that children cannot leave unsupervised and unwanted visitors cannot gain access. The childminder identifies and successfully minimises potential risks in her home.

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should:

n build on current practice for supporting children to learn about traditions, cultures, families and beliefs outside their own experiences n extend practice for supporting children to recognise rhyming words.

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Setting details

Unique reference number EY411213 Local authority Worcestershire Inspection number 10069917 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 10 Total number of places 6 Number of children on roll 13 Date of previous inspection 16 December 2014

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Information about this early years setting

The childminder registered in 2010 and lives in Stourport-on-Severn. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector observed activities while children played in the indoor play area. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. She discussed teaching methods with the childminder. n The inspector looked at evidence of the childminder's training and checked evidence of the suitability of adults living in the household. n The inspector looked at a range of documentation, including policies and procedures, children's assessment records and planning. n The inspector looked at the childminder's self-evaluation document and took account of parents' views.

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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

14 November 2019 14 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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