Childminder EY389138

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 setting is well organised and there is a very calm atmosphere. The childminder spends time getting to know the children and their families well. She finds out about children's care needs and ensures these are well met. She teaches children to cooperate with the simple daily routines, such as getting ready to play outside. Children build close bonds with the childminder. They seek her comfort when required and enjoy her involvement in their play. The childminder understands the importance of keeping children safe. She conducts visual risk assessments daily to ensure all hazards are minimised. Overall, teaching is good but the childminder accepts there is room to further her skills. Nevertheless, the childminder has sound expectations of children's progress. She routinely observes children and can identify their key next steps. She is in the process of refining the planning to better promote these. Children listen, respond and behave well. They keenly play and

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The provision is good

explore within the environment. For example, children are currently learning about the winter season. They spend a considerable period of time with the childminder playing with small-world Arctic animals, building igloos out of sugar cubes and exploring ice outside, using a variety of tools. Overall, all children are progressing in their development and acquire the skills they need for their next stage of learning and the eventual move on to school.

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need to do better?

n The childminder is passionate about her job. She is well qualified. She routinely conducts research and attends training, including safeguarding and first aid. This helps to keep her skills refreshed and has a positive impact on the care provided. n The childminder provides a varied curriculum that consists of plenty of child-led opportunities and planned activities based on topics predominantly and some of the children's interests. However, there is room to refine the planning and enhance teaching to further promote children's individual learning styles and interests. The childminder does not consistently provide all children with the most exciting planned activities, particularly some of the girls, to help promote the best possible outcomes for all children. n The childminder promotes communication, language and literacy effectively. She talks to children during group times and gives them opportunities to hold

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need to do better?

discussions and share their own thinking. They also enjoy singing songs. n The childminder has extensive experience of supporting children with special educational needs and/or disabilities. She sensitively adopts an individual approach to help meet their needs and begin to narrow any attainment gaps. n The childminder fosters healthy lifestyles. She monitors the food that the parents provide and talks to them and the children about the benefits of healthy eating. She takes children into the garden and also out for walks regularly. She

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need to do better?

9 January 2020 offers simple explanations to them about why it is good to exercise. n The childminder uses age-appropriate strategies to encourage children to behave. Children learn to share, take turns and build on games in small groups, such as role play. For example, they delight in working together in the playhouse to pretend they are making tea for the childminder. n The childminder promotes independence. She encourages children to confidently explore the environment and decide what they want to do. She also helps them learn to manage their self-care needs, such as using the toilet and washing their hands as soon as they are ready. n The childminder respects the children and values their voice. She helps them to learn about their own families and a wide variety of cultures. For example, they explore festivals routinely, such as Chinese New Year, where they cook and taste Chinese food. n The childminder meets with her co-childminder every week to discuss practice.

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need to do better?

However, she does not reflect as closely as possible on teaching, planning and ultimately, children's progress. There is room to set more-focused targets for future development to help elevate the quality of the provision ever further. n Partnerships with parents, other providers and professionals are good. The childminder actively communicates two-way information about children's care and learning by using various methods. This helps to promote continuity between all those involved in each child's life.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The premises are secure, tidy and well resourced. The childminder keeps all necessary records up to date. She uses a range policies and procedures that help her to run the setting effectively. This helps her to promote children's safety and welfare. The childminder has a strong understanding of her key responsibility to safeguard children. She can confidently identify the signs of child abuse, neglect and the threat of radicalisation or extremism. She knows how to handle different concerns swiftly and appropriately. This helps to protect children from harm.

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should:

n provide every child with consistently exciting planned experiences that closely match their individual learning styles and interests to increase the potential to promote the best possible outcomes for all children n reflect more closely on teaching, the activities provided and children's progress to help set clear and focused targets for future development, to help elevate the quality of education to the highest level.

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Setting details

Unique reference number EY389138 Local authority Worcestershire Inspection number 10069915 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 0 to 4 Total number of places 6 Number of children on roll 8 Date of previous inspection 2 September 2014

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Information about this early years setting

The childminder registered in 2009 and lives in Kidderminster, Worcestershire. She operates all year round from 7.30am to 5.30pm, Tuesday to Friday. The childminder holds a relevant qualification at level 3. She provides funded early education for three- and four-year-old children. The childminder co-childminds with her mother.

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Inspection activities

n The inspector viewed the areas used for childminding and held discussions with the childminder about the environment, resources and curriculum. n The inspector observed teaching practice and conducted a joint observation with the childminder. n The inspector spoke to the childminder about safeguarding and looked at relevant records and documents available, including policies and procedures. n The inspector checked evidence of the suitability and qualifications of the childminder. n The inspector spoke to a parent who was dropping off their children and also sought the wider views of parents through written evidence provided.

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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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