Childminder EY426365

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 are settled and happy in the childminder's home. They behave well, respond positively to instructions and value the praise they receive. Children benefit from a welcoming and stimulating playroom where they can freely choose from the good selection of resources on offer. The childminder provides an effective mix of adult-led and child-initiated activities. As a result, children are making good progress from their starting points. The childminder develops close and positive relationships with the children, which promotes their self-esteem and sense of belonging. Children are confident, curious and inquisitive learners. They participate enthusiastically for long periods of time during their self-chosen play. Children display high levels of perseverance and problem-solving skills. This is demonstrated as they play with a shape sorter and keep on trying to fit the shapes into the correct holes. Children engage in a range of activities that support their

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The provision is good

awareness of different traditions and cultures beyond their own immediate experiences. For example, they enjoy making poppies and visiting the National Memorial Arboretum to celebrate Remembrance Day. Children's artwork is thoughtfully displayed around the playroom, which helps them to feel valued and celebrated.

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need to do better?

n The childminder has a good understanding of how children learn and develop. She observes and tracks children's development to ensure they are making ongoing progress. This helps the childminder to identify children's next steps in their learning effectively, which she shares with parents. n The childminder thoughtfully plans enjoyable learning opportunities that capture children's curiosity. For example, children have fun exploring a winter-themed activity. They learn new words, explore how ice feels and look at the toy Arctic animals. Although the childminder plans stimulating adult-led activities, she does not fully consider children's likes and interests in order to enhance their learning experiences even further. n Children's communication and language skills are developing particularly well. The childminder models clear language and regularly introduces new vocabulary. Children listen carefully and use the new words as they play. The childminder

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need to do better?

gives children plenty of time to respond to questions and values what they have to say. n Children are supported well to learn about the world they live in. For example, they enjoy a variety of outings within the community, including visits to the park and walks in the village. The childminder enhances children's social skills and friendships, for instance, by taking them to regular stay-and-play sessions at the local playgroup. n The childminder contributes to the development of children's excellent physical

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need to do better?

15 January 2020 skills. Children have lots of fun running around the safe, enclosed garden and playing football. They display excellent hand-to-eye coordination as they join wooden train track pieces together. The childminder gives children the time and space to practise new skills. As a result, children display superb levels of concentration and focus. n Children demonstrate an interest in books and they snuggle up to the childminder as she reads a story. The childminder often pauses during the story so that children can point to the pictures and repeat words. Children become captivated and excitedly turn the pages of the book. The childminder asks open- ended questions to strengthen their understanding and thinking skills. n The childminder has built positive relationships with parents. She obtains information from them about children's care and their abilities prior to them starting a placement in her care. The childminder welcomes feedback from

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need to do better?

parents. She shares key information about the progress their child is making and the care they have received during the session. She works with parents to encourage children to bring healthy packed lunches. n Parents make positive comments about the childminder. They say their children are always happy to see the childminder and they are pleased with the progress their children are making. The childminder keeps her knowledge and skills up to date by liaising with other childminders, attending mandatory training and undertaking some additional training online.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of the signs that may indicate a child is at risk of abuse or neglect. She has a clear knowledge of wider safeguarding issues, including preventing children from being drawn into extreme situations. The childminder has a thorough understanding of safeguarding protocols and the action to take if there are any concerns about a child's welfare. The childminder has comprehensive policies and procedures in place to ensure she promotes children's welfare effectively. The environment, indoors and outdoors, is safe and secure. The childminder has recently attended training on the 'Prevent' duty and is qualified in paediatric first aid. She carries out risk assessments of the setting and when children take part in outings.

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should:

n consider even more ways to extend activities to fully incorporate children's interests and consolidate their learning.

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Setting details

Unique reference number EY426365 Local authority (select) Inspection number 10074766 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 9 Total number of places 3 Number of children on roll 10 Date of previous inspection 19 January 2016

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Information about this early years setting

The childminder registered in 2011 and lives in the Hednesford area of Cannock. She operates all year round from 6.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The inspector viewed the areas of the home used for childminding. She engaged with the children and spoke to the childminder at appropriate times during the inspection. n The quality of teaching was observed during the inspection and the inspector assessed the impact this has on children's learning. n The inspector sampled relevant documentation, including the suitability and qualifications of the childminder, policies and procedures and children's development records. n The inspector read parents' feedback forms to gain their views of the childminder's setting. n The inspector observed interactions between children and the childminder. She evaluated the effectiveness of an activity with the childminder.

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Inspection activities

15 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

15 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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