Childminder EY299010

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 enjoy their time in this child-centred environment. They are happy, settled and secure in the childminder's care. Their emotional well-being is a priority. The childminder has high expectations for children to do well. The children are surrounded by pictures of their time and experiences with the childminder. They recognise their friends and recall important events. They talk about children who used to attend and where they are now. Children behave very well. Older children show protective behaviour to support younger children. Good levels of perseverance help children to complete activities. Children have a 'can-do' attitude to learning and high levels of self-esteem. Children explore a range of tools to help them release the frozen play animals from a block of ice. They try different tools and work cooperatively to problem-solve. Children develop their fine motor skills as they handle and manipulate different equipment well. They learn to hold a pencil

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The provision is good

and build the muscle strength they will need in their next stage of learning. Children mark make increasingly well and with purpose. They make lists and place these onto different surface areas as 'reminders' of what they need to do. Children are inquisitive and motivated to learn. They take trips out into the wider community to places of interest, such as the local park and duck pond.

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need to do better?

n The childminder is kind and caring, and she takes time to listen to children's views and opinions. She responds warmly to what they say. Children receive lots of praise and encouragement. They are confident and motivated learners. The childminder forms close relationships with the children. This supports their emotional well-being and helps them to feel safe and secure in her care. Children's behaviour is good. They play harmoniously and show high levels of respect and tolerance. Older children understand how others may feel. They sit with younger children and look together at storybooks. They listen to the views of others. Children from a young age learn about sharing and taking turns. n The childminder models speech well. This supports children's developing language. Skilful storytelling by the childminder captures children's curiosity to learn. Children develop an enjoyment of books. They are excited as they join in

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need to do better?

the words and repeat the lines they know well. They giggle at the 'twisting, twizzling' and rhyming words. Children watch in anticipation as the pages turn. They think about what might happen next. They begin to predict the story. Children join in with the long names of the dinosaurs, practising words. n The wide curriculum engages children well in early mathematics. Children learn to count from an early age. Older children count to 10 and beyond. Children relish challenge. They match numerals correctly and begin to represent numbers in different groups. Children correctly group animals that live in the water then those who live on land.

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need to do better?

10 January 2020 n Older children are independent and manage their own personal care needs. Younger children are well supported by the childminder. Children learn about the importance of good hygiene. They clean their hands before eating for their own good health. n The childminder and her assistant make accurate assessments of children's progress. This helps them to provide learning that is targeted precisely to the needs of each child. As a result, children acquire the skills they will need for their future learning. n The childminder is committed to continuous training. She and her assistant look at information that keeps them up to date with childcare practice. They regularly review what they teach the children and what they could do to improve the quality of the childcare they provide. Partnership with parents is good. Regular feedback about children's progress is shared with parents. n Children have some opportunities to think about our diverse society. The

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need to do better?

childminder provides resources that show children positive images of different people. That said, she misses opportunities to explore the wider range of different faiths, cultures and traditions. As a result, children may not learn the richness of wider communities outside of their own experiences.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her training on child protection updated. This supports her already good understanding of what may present as a risk to a child in her care. She takes time to talk to her assistant about their role and responsibility to keep children safe. The childminder is aware of the signs and symptoms that may indicate that a child is more vulnerable to risk of harm. She knows the local authority procedures for how to report any concerns in a child's life. The premises are secure. The childminder is aware of her responsibility to minimise any risks to children.

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should:

n enhance opportunities for children to explore different faiths, cultures and traditions outside of their own experiences.

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Setting details

Unique reference number EY299010 Local authority Warwickshire Inspection number 10072187 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 8 Total number of places 6 Number of children on roll 14 Date of previous inspection 8 December 2015

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Information about this early years setting

The childminder registered in 2005. She operates all year round from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder works with an assistant who holds an appropriate qualification at level 5.

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Inspection activities

n The inspector spoke to the childminder and children at appropriate times during the inspection. She observed a planned activity, which the childminder evaluated, to consider the impact teaching has on children's learning. The inspector observed how children engage and interact with the childminder throughout the inspection. n All areas of the premises were viewed at the inspection. The inspector took account of how effective risk assessments are in minimising risks to children. n A range of documentation supporting the care of the children was seen at the inspection. This included records of children's progress and assessment. The inspector took account of the written views of parents. n A sample of policies and procedures were checked. Records of suitability checks on adults were viewed along with the childminder's and assistant's qualifications and training certificates.

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Inspection activities

10 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

10 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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