Childminder in Warwickshire

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 builds close bonds with the children in her care. She observes children and assesses their stage of development. The childminder plans well so that children are challenged effectively to reach the next stage in their learning. They make good progress across the seven areas of learning in accordance with what they already know and can do. The childminder ensures that children feel safe and secure. She supports them in managing their own feelings and showing understanding and consideration for other children. Children behave well. The childminder supports children in making spontaneous decisions about their play, for example by labelling toy boxes with print and with pictures of what toys are inside. These include play people, and children learn about different physical characteristics, including disabilities. The childminder leads an activity using these toys and pictures of people with different disabilities. She supports children's

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The provision is good

thinking and speaking skills as she asks open-ended questions. For example, she asks them why they think some people need to sit in a wheelchair and why some people wear dark glasses and walk with a guide dog. Younger children respond by saying that this is because the people have 'poorly legs' and 'poorly eyes'. The childminder offers praise for their responses. She acknowledges older children's developing vocabulary when they say that some people are blind. Discussions continue about doctors and people who help us.

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need to do better?

n The childminder uses her strong knowledge of how children develop and learn to help all children make good progress in readiness for the eventual move on to pre-school and school. Children are prepared well emotionally and socially for moving on. For example, they interact with other adults and children at groups. n The relationships between the childminder and the children are very good. Children are happy and settled. The childminder arranges a gradual settling-in period with parents, which helps children to feel emotionally secure when care begins. Parents are very happy with the provision. They are very pleased with their children's progress and say how happy the children are to attend. Parents appreciate the care the childminder provides, saying that she is kind and supportive. n Children's speaking skills are developing well. The childminder provides good support as very young children acquire a vocabulary of single words. She

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need to do better?

consistently models clear and correct pronunciation. Older children express their views confidently. Children enjoy joining in with familiar songs and rhymes, which helps to support their language development. n The childminder encourages children to develop independence, including managing their own hygiene and personal needs. She supports children in doing things for themselves, such as putting on their coats and shoes.

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need to do better?

5 December 2019 n The childminder supports children in being active. As part of the current focus on raising their awareness of disabilities, she asks them to move their bodies in different ways. Children jump around the playroom, and she then challenges them to hop and talk about how it feels to try and move around on only one leg. The childminder talks with children about ways to take good care of their bodies. She asks them why they think they clean their teeth and what they think are healthy foods. n Children practise their good handling skills in a variety of ways. Young children operate toys with buttons and switches and make circular marks with writing tools. Older children's pencil control is good. However, the childminder does not make the most of opportunities to support children in practising skills through writing for different purposes while they play. Older children are beginning to understand the link between sounds and letters. They are learning to write their

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need to do better?

names. n Children choose and select from a good variety of toys. Older children know that they can request creative play materials for exploratory play. However, resources that are easily accessible to very young children do not include different textures and materials for sensory exploration. n Children make good progress in their mathematical development. Older children count and compare quantities up to 20. They use mathematical language such as 'taller'. They use their fingers to represent their ages. n The childminder completes training and online research to help her review and improve her early years knowledge and skills.

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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 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 extend opportunities for children to write for different purposes in their play n extend support for very young children's independent sensory exploration.

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Setting details

Unique reference number EY392015 Local authority Warwickshire Inspection number 10071392 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 1 to 4 Total number of places 6 Number of children on roll 4 Date of previous inspection 28 May 2015

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Information about this early years setting

The childminder registered in 2009 and lives in Water Orton. 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 early years qualification at level 3.

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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 through the inspection. n The inspector discussed teaching methods with the childminder. n The inspector looked at evidence of the childminder's qualification and training and checked evidence of the suitability of adults living in the household. n The inspector looked at a selection of children's assessment records and planning, policies and procedures and a range of other documentation. n The inspector took account of parents' views about the provision.

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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

5 December 2019 5 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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