Childminder 204807

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

p.1

The provision is good

The childminder builds close bonds with the children in her care and they develop a strong sense of emotional well-being. She promotes kindness towards others and supports young children in gaining an understanding that some things are shared. Older children show kindness towards others, and the childminder helps them to understand that younger children are still learning behaviour expectations. The childminder monitors children's progress effectively, and planning for individual learning ensures that all children make good progress. She promotes children's learning through their interests. For example, the childminder uses their interest in soft furry toys to encourage their interest in books that contain similar pictures and textures. Children explore the texture of a wide variety of resources. They stand around a large tray containing rice, oats, different kinds of pasta, brightly coloured sticks, different sized containers, weighing scales, scoops and tongs. Younger

p.2

The provision is good

children enjoy filling and emptying the containers. They use their good handling skills to pick up the rice using a thumb and forefinger grip. The childminder supports children's mathematical learning effectively while they play. Older children experiment with the different marks they can make in the rice with the wheels on their favourite cars. Children choose from a good variety of role-play resources. Older children select the toy camera, ask the childminder to smile and pretend to take her photograph.

p.2

need to do better?

n The childminder observes, assesses and plans well to challenge children and ensure they make good progress. She supports children effectively so that they acquire skills and a capacity to learn and are prepared well for the move on to school. n The childminder reviews the quality of her provision. She reflects on her practice and identifies areas for improvement. The childminder keeps her early years knowledge current, for example v through training and proactive research. She identifies that recent training has helped to extend her skills in teaching mathematics. n The childminder provides a warm and welcoming environment. Children feel safe and emotionally secure in her care. Relationships between the childminder and children are exceptionally good. The childminder agrees a gradual settling-in procedure with parents in accordance with their child's needs. This helps to ensure their emotional security when care begins. The childminder is consistent

p.2

need to do better?

in her management of behaviour. She praises children for their efforts, achievements and positive behaviour, such as being helpful. This helps to boost their self-confidence. n The partnerships with parents are strong. Parents share very complimentary views about the childminder. They say she is kind, caring and sensitive to their

p.2

need to do better?

14 January 2020 children's needs. Parents comment on the progress their children make, good communication and varied play opportunities. They appreciate the outings to parks and farms that their children enjoy. They value the childminder's dedication to their children's care. n The childminder interprets the needs of young children when they communicate through gestures and the sounds of their voices, while also supporting their emerging speaking skills. Older children engage in conversation with the childminder and express themselves well. That said, there are occasions when the childminder does not give children time to put their own thoughts into words when she talks with them. Sometimes she is too quick to suggest answers to the questions she asks. n Children are keen to join in when the childminder suggests they sing and dance. While singing a favourite song they pretend to be dinosaurs. The childminder

p.2

need to do better?

uses singing to support children's speaking skills. She pronounces each word clearly while she sings, and sings at a pace that makes it easy for children to join in. n The childminder promotes children's confidence in social situations effectively and helps to prepare them for moving on to pre-school and school. For example, through interactions with other children and adults at groups. Children gain some awareness of similarities and differences in society. However, the childminder has not fully considered ways to extend children's understanding of different families, communities and traditions beyond their own. n Children learn to manage their own hygiene and personal needs. The childminder encourages them to manage simple tasks for themselves, such as putting on and taking off coats and shoes. Older children are learning to manage zips. n The childminder supports children's mathematical development effectively. She

p.3

need to do better?

encourages them to use mathematical language. While playing with spaghetti, children talk about 'long' and 'short', and while filling containers they say which ones are 'large' or 'small'. The childminder introduces new vocabulary, such as 'wide' and 'narrow', when children decide if different materials will pass through the necks of different bottles.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

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.

p.3

should:

n give children more time to put their own thoughts into words during some conversations and more consistently when questions are asked of them n extend practice for raising children's knowledge of families, cultures and traditions beyond their own experience.

p.4

Setting details

Unique reference number 204807 Local authority Worcestershire Inspection number 10071423 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 3 Total number of places 6 Number of children on roll 3 Date of previous inspection 13 May 2015

p.5

Information about this early years setting

The childminder registered in 1987 and lives in Kidderminster. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.5

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 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.

p.5

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.

p.5

Inspection activities

14 January 2020 14 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7