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 Not applicable

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The provision is good

Children confidently engage in play in the homely environment. They make choices about what to play with from a range of accessible resources. The childminder guides their choices by suggesting activities that she knows they are particularly interested in. Children confidently talk to the childminder about what they are doing and invite her to join their play. For example, when they create a game of sliding play food down the arm of a chair they enlist the childminder's help to pass the items back. The childminder extends the game by encouraging the children to name the foods as they take them. Children form positive relationships with one another and the childminder. They show an interest in one another's play and are keen to help each other solve problems. The childminder teaches children to take turns and to develop an awareness of one another's feelings. She talks to them about how they are feeling, to enable them to begin to express their emotions.

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The provision is good

Children respond positively to the childminder's requests. For example, they work together to tidy up resources before choosing another activity.

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need to do better?

n The childminder has an effective system in place to monitor children's learning. This supports her to identify appropriate next steps in their learning and to ensure they make good progress. She plans activities following children's interests, to support them to achieve their next steps. For example, children eagerly take part in a sorting activity. They copy the childminder as she counts and names the colours. n The childminder gets to know the children very well. Her natural interest in how they play and learn supports her to plan engaging and challenging activities. For example, when she notices an emerging interest in dropping and sliding objects, she plans for children to further explore this interest using water. n Children develop positive attitudes to learning as they are encouraged to persevere, such as when they join train-track pieces together. However, the childminder does not consistently encourage children to manage simple tasks for

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need to do better?

themselves, to enable them to fully develop their self-help skills. n Children's early language skills are well supported. The childminder consistently responds to children's verbal and non-verbal communication. She interprets and rephrases their speech into short sentences. The childminder models the pronunciation of single words and introduces new vocabulary, such as 'heavy'. n Children enjoy listening to and contributing to stories as the childminder reads to them. They often choose to look at books independently. The childminder uses number and counting as she supports children's play and encourages them to begin to join in. n The childminder teaches children about the world around them through first- hand experiences. She takes them on regular visits out and makes good use of

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need to do better?

14 January 2020 local amenities, such as parks, the library and age-appropriate groups. This helps to broaden the children's experiences and ensure they become familiar with a range of social situations. n The childminder forms good relationships with other settings attended by the children. They exchange information to support continuity of care and enrich opportunities for learning. For example, the childminder extended the children's interest in a story introduced at pre-school with visits to the woods. n The childminder is reflective of her practice and is keen to further develop the provision. She keeps up to date with early years issues through her membership of a professional association and links with other childminders. However, the childminder recognises that she would benefit from accessing more professional development opportunities to further enhance her teaching practice. n Parents value the individual care and support both they and their children

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need to do better?

receive from the childminder. They say their children are very happy to come and are sometimes reluctant to leave!

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder confidently talks about the importance of her role in keeping children safe. She knows the signs and symptoms of abuse and neglect to look for and the local procedures to follow if she is concerned about a child. The childminder ensures her statutory training for paediatric first aid and child protection remain up to date. She has a good understanding of the wider safeguarding issues, such as the 'Prevent' duty. Thorough policies and procedures support the childminder to ensure she keeps children safe. The childminder's home is clean and well maintained. She takes appropriate action to ensure any risks to children are minimised both within her home and during visits elsewhere.

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should:

n provide more opportunities for children to independently manage simple tasks during their play and routine care activities n make the most of professional development opportunities, and focus more sharply on enhancing teaching practice, to raise the already good teaching to an even higher level.

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Setting details

Unique reference number EY546980 Local authority Warwickshire Inspection number 10104319 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 6 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a recognised early years qualification at level 3.

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Inspection activities

n The inspector looked around the childminding premises and talked with the childminder about her provision. n The inspector observed and assessed the quality of teaching while children played indoors. n The childminder explained how she plans activities and supports children's learning. n The inspector looked at relevant documents, including evidence of suitability of adults living on the premises, and children's progress records. n At appropriate times throughout the inspection, the inspector spoke to the childminder and children. n Parents' written views were taken into account.

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Inspection activities

14 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

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.

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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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