Childminder EY474149

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

Warm, nurturing relationships with the childminder support children's emotional well-being to a high level. Children are happy and settled in her care. They enjoy making choices about their play. The good accessibility of toys and equipment helps them to become more independent. The childminder shows a keen interest in the children's play and safety. Children learn about early mathematics as everyday play includes opportunities to count and look at different colours. Physical development is a focus and children build their fine muscle skills as they thread bobbins onto laces. They smile in delight as they count 'one, two, three and four'. The childminder encourages children to be motivated learners. Continual praise and kind words support children's confidence and they develop good levels of self- esteem. Behaviour is good. The children play cooperatively. From an early age, they learn to share and to think about how their behaviour may impact on others.

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The provision is good

During the week children visit local parks in the community. They have time to play outdoors and benefit from fresh air as they run and play using their large-muscle skills. When children start a placement, the childminder obtains good information from parents about their development. This forms the basis of good relationships with parents. The childminder is committed to providing good-quality childcare.

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need to do better?

n Accurate assessment of each child identifies clearly the next learning steps for all children. The childminder uses children's interests to help them focus on their learning. She introduces early mathematics to all types of everyday activities. Children practise counting during creative and small-world play. The childminder recognises when it is time to change activities so that children remain engaged and focused on learning. As a result, children make good progress. Children acquire the skills they will need for their next stage of learning. n Teaching is good. The childminder plans a broad curriculum that engages children and makes learning enjoyable. The childminder introduces new words to children to extend their emerging vocabulary. She is familiar with strategies for supporting children's speech and shares these with parents. The childminder breaks down words so that children can think about how to say things. She

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need to do better?

regularly repeats words. Children think about animal noises as they complete a jigsaw and pretend to roar like a lion. n Children develop good physical skills. They mark make using chalk to draw on boards and make large movements. Fine motor skills begin to develop as they learn to hold a paintbrush for more precise movements. They choose the colour of their paint to complete their own self-portraits. They consider their hair colour and add this to their picture, using glue and collage materials. That said, on occasion, the childminder can over direct children so that they do not always come to their own conclusions.

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need to do better?

9 January 2020 n The childminder is warm and caring. Children respond positively to her and actively seek her help when needed. She knows each child well and takes account of their personal care needs. Children are beginning to sense changes to their bodies that will help them to develop more independence. Good hygiene practices support children's good health. They wash their hands regularly. The childminder quickly recognises when children are hungry or tired. Children look at what they eat and drink. They begin to learn what is good for them. n The childminder teaches children about tolerance and respect. She is a very good role model for behaviour. The childminder constantly tells children how well they are doing. Children learn about right and wrong and the simple rules for playing harmoniously. They share and take turns. They follow simple instructions and help to tidy up. Children behave well. n Children go out into the local community and visit places such as the library. The

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need to do better?

childminder talks to them about different families to help them to think about how other people live. However, the childminder does not always consider the wider society that is outside of children's own life experiences.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role and responsibility to safeguard children. She has a good knowledge of the range of signs and symptoms that may indicate that a child is at risk of abuse. She is familiar with the procedures for the local authorities close to her. She knows what to do and who to contact to keep children safe in the event of a concern. The premises are safe and secure. The childminder completes a daily assessment of the premises to minimise risks to children.

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should:

n consider further the ways in which children can learn about similarities and differences between themselves and others, and among families, communities and traditions outside of their own experiences n allow children more time to talk and think about their responses so that they become confident problem solvers.

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Setting details

Unique reference number EY474149 Local authority Warwickshire Inspection number 10075692 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 5 Total number of places 6 Number of children on roll 3 Date of previous inspection 13 July 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Polesworth, Tamworth. She operates all year round from 7.45am to 5.45pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-year-old children.

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Inspection activities

n The inspector observed activities and evaluated with the childminder how effective teaching is and the impact it has on children's learning. n The premises were viewed. The inspector considered how effective risk assessments are in minimising risks to children. n At appropriate times during the inspection, the inspector spoke with the childminder and children, and observed the interactions between them. n The inspector viewed a sample of documentation, including evidence of the suitability of adults living at the premises and a range of policies and procedures that support the effective management of the childminder's practice. The inspector saw examples of children's records and documents used for the assessment of their development.

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Inspection activities

9 January 2020 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

9 January 2020 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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