Childminder EY285201

Overall effectiveness Good

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

p.1

The provision is good

The childminder's home is secure. She completes risk assessments and keeps the environment tidy and clean. This keeps children safe. The childminder has a robust settling-in process. She spends time getting to know children and helping them to become familiar with the setting. Children settle rapidly and are very happy in her care. They develop close bonds with the childminder as they chat to her happily, seek her help or comfort when required and relish her involvement in their games. The environment is really well resourced and equipped with plenty of stimulating resources that are accessible at child level. Overall, the childminder is a good teacher. The curriculum ethos is centred around children's interests, key next steps in learning and general themes. Children like sensory exploration as they fill buckets with a variety of different textured materials. They delight in imaginative activities, such as caring for baby dolls and pretending to talk to relatives on the

p.2

The provision is good

play phone. Children also enjoy creative activities. They like drawing, painting Christmas-themed pictures and making models with play dough. However, the childminder does not always maximise opportunities to allow children to fully explore all activities as they wish and persist for long enough periods. Nevertheless, she promotes good behaviour well. The childminder helps children to follow her simple expectations and they delight in small responsibilities, such as setting up activities and clearing away.

p.2

need to do better?

n The childminder is dedicated and passionate. Self-evaluation is in place. The childminder reflects on her practice and uses this information to make changes to her environment, resources and equipment. However, she does not always make the best use of self-evaluation. She does not continually identify clear targets for future develop to help elevate the quality of the provision across all aspects to the highest level. n The childminder is well qualified. She conducts research, networks with other childminders and accesses training to keep her skills up to date. She talks to her assistant about practice within the setting and ensures he keeps his mandatory training up to date. This has a particularly positive impact on the care provided. n The childminder cares for children exceptionally well and is very in tune with their routine needs. She finds out about children's care requirements and keeps herself up to date with any changes. The childminder and her assistant are both

p.2

need to do better?

trained in first aid and they know how to manage any avoidable accidents effectively. The childminder manages any medical or dietary needs children have carefully, including making efficient use of healthcare plans as appropriate. Children are content and comfortable attending as they benefit from what they need during the day. n The childminder observes children, assesses their learning and plans a variety of

p.2

need to do better?

15 November 2019 fun activities. However, she occasionally rushes children during activities and redirects them before they are ready to move on. This does not help to fully increase their concentration and promote their interests at the highest level. That said, children are progressing well from where they started and gain all the skills they need for the next stage of learning. n The childminder promotes children's communication, language and literacy as a key focus in her setting. She talks to children, listens to them and extends their language. Children enjoy singing familiar rhymes and songs, exploring the sounds musical instruments make and reading stories with the childminder. n The childminder is very aware of her responsibility to get children physically, developmentally and emotionally ready for school. She is known locally to the pre-schools and schools where children are likely to attend. She has positive

p.2

need to do better?

relationships with these settings, which helps to ease children's transitions. n The childminder promotes children's physical well-being excellently. She talks to them about the benefits of eating well and provides them with opportunities to engage in healthy cookery activities. Children are successfully encouraged to take exercise and the childminder spends time talking to them about the effects this has on their bodies. The childminder is rigorous about hygiene practices. She has reviewed her handwashing and drying processes and introduced individual flannels and hand towels for every child to use, to further reduce risk of cross-contamination. n The childminder finds out about children's backgrounds, races and cultures. She has resources that reflect diversity and values children's similarities and differences. She helps them to learn about and celebrate different traditions, festivals and events.

p.3

need to do better?

n Partnerships with parents are strong. The childminder shares plenty of two-way information about children's care and learning with parents. They comment that the setting is fantastic. This helps to foster good continuity between the setting and home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is well organised. She keeps a range of records, documents and policies that help her to maintain high standards of care. The childminder understands her role in safeguarding children. The childminder and her assistant both routinely keep their safeguarding training refreshed. They have a strong knowledge of the signs and symptoms of potential child abuse or neglect. They know how to respond promptly to different types of concerns. The childminder maintains her ratios and works well with her assistant as needed to ensure children are supervised during the time they spend at the setting. This helps to protect children from harm.

p.3

should:

n build on teaching and help children to further explore resources and persist with activities for longer periods, to encourage their concentration and promote their interests at the highest level n make better use of reflective practice and identify clear targets for future development, to help elevate the overall quality of the provision.

p.4

Setting details

Unique reference number EY285201 Local authority Worcestershire Inspection number 10116066 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 11 Total number of places 12 Number of children on roll 9 Date of previous inspection 6 November 2015

p.5

Information about this early years setting

The childminder registered in 2004 and lives in Droitwich, Worcestershire. She operates Monday to Friday, from 7.30am until 6pm, all year around, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3. She works with her husband, who acts as an assistant on a part-time basis.

p.5

Inspection activities

n The inspector observed teaching practice and conducted a joint observation with the childminder. n The inspector toured the premises and discussed the environment, resources, equipment and areas used for childminding with the childminder. n The inspector checked evidence of the suitability and qualifications of the childminder and her assistant. n The inspector held discussions during the inspection with the childminder and her assistant. n The inspector looked at the records and documents available, including children's records, attendance registers, accident and medication logs and key policies and procedures. n The inspector spoke to parents and she also sought the views of parents from the written evidence provided.

p.5

Inspection activities

15 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.

p.5

Inspection activities

15 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.

p.6

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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7