Childminder EY272802

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

Children play happily in the homely environment. They confidently make choices and decisions about their play. Children develop a strong bond with the childminder and thoroughly enjoy their time with her. They enjoy her cuddles, reassurance and comfort. Children enjoy playing with toys that they are familiar with and find books that are of interest to them. The environment is well organised and the curriculum is broad. For example, babies enjoy blowing bubbles, building with sensory blocks and playing with musical instruments. They listen well and develop early communication skills as they interact happily. For instance, they respond with excitement and delight to the childminder's voice during their play. She uses her knowledge of child development to help her to plan exciting activities for children which support their interests. However, she has not fully considered how she can continue to develop her teaching practice. Children's behaviour is good. They

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The provision is good

delight in the praise and encouragement they receive from the childminder during play. The childminder is a positive role model. She keeps consistent boundaries and actively encourages children to use good manners. For example, children learn from an early age to share and take turns. The childminder builds positive relationships with parents and involves them in their child's learning. However, she has not considered how to involve them further to improve her evaluation of the setting.

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need to do better?

n The childminder has good settling-in procedures. She gathers detailed information from parents when children first start. The childminder works closely with parents to identify children's initial starting points and interests. She provides settling-in sessions to get to know the children and to meet their individual needs. This supports children's sense of belonging. Parents speak very highly of the childminder, and of the care and good progress their children have made since starting. n The childminder understands how children learn and develop. She uses this to plan exciting experiences across all seven areas of learning to help children to make good progress. For example, babies beam with delight as they listen to nursery rhymes and use their favourite instruments to follow the beats with the childminder. She uses props and encourages children to sing number rhymes. Children develop coordination and strength in their hands to support their early

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need to do better?

writing skills. n The childminder engages children well during planned and purposeful play. Babies explore the role-play area as they empty and fill a basket with play foods. The childminder names the items in the basket and introduces numbers in their play. n Babies demonstrate their emerging independence skills. For example, they begin

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need to do better?

4 December 2019 to crawl and access toys located further away from them and the childminder. They regularly glance back and check in with the childminder as they play. n The childminder evaluates and reflects on the overall quality of her service and has made positive changes to the indoor area to cover all areas of learning. She uses self-evaluation to help her develop and raise the quality of the service. However, her self-evaluation is not as comprehensive as possible, and she does not involve parents and children in the process. n The childminder meets children's physical and emotional needs well. She regularly takes children on outings to broaden their experiences. For example, children enjoy a range of outings to the local shops, parks, playgroup and libraries and nature walks. This helps children to develop an understanding of their local community and develop their physical and social skills as they mix

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need to do better?

with others. n The childminder completes all mandatory training, such as paediatric first-aid and safeguarding. However, she has not focused her professional development sufficiently on raising the quality of teaching to achieve the highest possible outcomes for children. n The childminder is vigilant and completes regular risk assessments to ensure that the environment, equipment and resources are safe and suitable for the children to use. For example, she ensures that children access age-appropriate toys that stimulate their play and learning. She also thoroughly cleans up after her dogs. This helps to promote children's safety and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a range of policies and procedures that underpin her good practice. She completes safeguarding training regularly to help her keep up to date with current safeguarding requirements and statutory duties. The childminder understands her responsibility to keep children safe in her care. She has a secure understanding of the signs and symptoms that may indicate a child is at risk of harm. The childminder knows the local referral procedures to follow if she is concerned about a child's welfare. She has safety gates in place to prevent children from accessing the kitchen area and her premises are secure.

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should:

n continue to strengthen the self-evaluation process to further involve parents and children as part of the ongoing drive for continuous improvement n sharpen the focus of professional development to help raise the quality of teaching to a higher level.

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Setting details

Unique reference number EY272802 Local authority Worcestershire Inspection number 10106113 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 2 Date of previous inspection 5 November 2014

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Information about this early years setting

The childminder registered in November 2003 and lives in the Rednal area of Birmingham. She operates her provision 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 6.

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Inspection activities

n The inspector completed a learning walk with the childminder across all areas of the setting to understand how the early years provision and curriculum is organised. n The inspector observed the quality of care and teaching, and assessed the impact this has on children's learning, development and welfare. n The inspector took account of the views of parents through written feedback provided. n A joint evaluation of a planned activity was carried out by the inspector and childminder. n At appropriate times throughout the inspection, the inspector spoke to the childminder, children and parents. n The inspector looked at relevant documents, including children's records, policies and procedures, training, and evidence of the suitability of the childminder and other adults living in the household.

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Inspection activities

4 December 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

4 December 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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