Childminder EY299214

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 warmly welcomes children as they arrive. They settle quickly and become immersed in the range of resources in the inviting environment. The childminder is kind and caring. Children's emotional well-being is a priority. She listens to the children's views with interest. Children are keen to share items they bring from home. They spend time together looking at a magazine. They talk about what they can see and what they remember. They point out a pumpkin and recall how they 'put a candle in to light it up'. Children's behaviour is very good. They play cooperatively and learn to share and take turns in their play. A range of exciting activities encourage their thirst to learn. The childminder minimises risks to children in the environment so they can play in safety. Children explore a wide variety of play. They think about current issues as they help to 'save the seas'. The childminder skilfully introduces early mathematics. The children sort out plastics

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The provision is good

and cardboard from the 'sea play'. They compare similarities and differences as they remove the rubbish from the sea so that the sea animals are happy. The childminder has high expectations for all children to do well and acquire the knowledge they will need for their next stage of learning.

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need to do better?

n The childminder forms very good relationships with parents. She obtains good information about what children can do when they start a placement. Parents are very happy about their children's care. They comment on the wide range of experiences children have that allow children to grow, learn and explore. Children learn about the local communities. They attend regular groups where they can play and socialise with other children. n The childminder makes accurate assessments of children's progress. She uses these precisely to identify children's next steps. The childminder knows the children well. She uses their interests to plan an exciting curriculum that offers a varied range of activities. This helps children to make the best possible progress. n Children are curious and motivated learners. Their early writing skills are supported as they draw and create their own 'words'. They develop small muscle

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need to do better?

skills. They learn to hold a pen and manipulate the tools for cutting and rolling the play dough. They squeal in sheer delight as they watch 'spaghetti' emerge from the play dough mould. The childminder introduces new words to support their language development. That said, on occasion the childminder misses opportunities to maximise children's emerging vocabulary. n The wide variety of experiences helps children to explore their senses. They smell the cinnamon in the Christmas play dough. Children learn about how things change. They think about how they make dough, and when they add water, ask 'is it hot or cold?' They think about how cakes cook in the oven and use a timer to see how long these take.

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need to do better?

22 November 2019 n Children develop a keen interest in books. The childminder talks about how 'The Colour Monster' feels. Children recognise that when he is yellow he is happy, and when the colours are mixed he is 'mixed up'. They begin to show an understanding of different emotions and how people may feel. Children learn the importance of books for reference, checking out what they already know, such as where animals live. They sit as they listen and begin to anticipate for themselves what might happen next. n Children form a close bond with the childminder. This supports children's care well. The childminder knows the signs when children are hungry. She provides healthy snacks and meals to support children's good health. Children learn the importance of cleaning their hands before eating. They begin to show signs of becoming independent in some areas of their self-care. n The childminder provides children with continuous praise and reassurance.

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need to do better?

Children are confident and show high levels of self-esteem. They listen and smile as the childminder talks to them. They follow instructions well and begin to understand simple rules, such as tidying up. They take measured risks in play. The childminder explains to them what might be sharp as they place their Santa and Elf flags in their play cakes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a very good understanding of her role and responsibility to safeguard children. She knows the signs and symptoms that may indicate that a child is more vulnerable to risk of abuse. The childminder is familiar with the local authority procedures to follow in the event that she has a concern about the welfare of a child in her care. The premises are secure. The childminder makes effective risk assessments that minimise risks to children. She makes a daily check of the environments to ensure that children play safely.

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should:

n enhance opportunities for children to develop their emerging language.

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Setting details

Unique reference number EY299214 Local authority Warwickshire Inspection number 10072188 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 2 Total number of places 6 Number of children on roll 5 Date of previous inspection 12 October 2015

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Information about this early years setting

The childminder registered in 2004. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector spoke to the childminder and children at appropriate times during the inspection. She observed interactions between the childminder and the children throughout the inspection. The inspector took account of the written and verbal views of parents. n The childminder evaluated activities that took place during the inspection and considered the impact that teaching has on children's learning. n A tour of the premises considered how effective the childminder is at minimising risks to children. n A sample of documentation was viewed by the inspector. This included evidence of suitability checks on adults living at the premises. A sample of policies and information held in children's learning journals were viewed.

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Inspection activities

22 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

22 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

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