Childminder in Worcestershire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Good Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children are happy and settled. They form secure attachments with the childminder, who is friendly and nurturing. Children move around the environment with confidence. They have regular opportunities to be active and enjoy fresh air as they go for walks in the local area with the childminder. The childminder plans a range of activities for children to join in with. However, teaching is not consistently good enough. The childminder does not have a strong enough understanding of child development. Therefore, some children do not always make the best possible progress in all areas of their learning and development. For example, on occasions, the childminder's expectations of what young children can achieve are too high and so some adult-led activities do not sufficiently meet the needs of all children. As a result, young children sometimes lose interest during adult-led activities. There are times when they are not motivated or fully engaged in their learning. That said, the

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The provision requires improvement

resources children independently select and explore capture their interest and they engage well. They are enthusiastic as they use imaginative play items, such as pretend hairdressing tools. The childminder sets clear boundaries for children in the calm environment. As a result, children behave well. They learn to share, take turns and use nice manners, which helps them develop positive relationships with each other.

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need to do better?

n The childminder gathers information about what children know and can do when they start at the setting. However, she does not make the best use of this information to plan consistently effective learning opportunities. For instance, the childminder sets up activities for young children to develop their knowledge of shapes and colours. She does not recognise that these are not appropriate for the age and stage of development of these children. Therefore, children show little interest in the activity. Nevertheless, at other times, teaching is better. For example, the childminder promotes numbers and counting throughout play. During play with small-world trains, children can independently count that they have four trains. n The childminder does not have an effective system in place to develop her teaching skills. She does not focus well enough on continually developing her knowledge of child development and enhancing the overall quality of education.

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need to do better?

That said, she keeps up to date with mandatory training, including safeguarding and first aid. This has a positive impact on the quality of care provided. n Children go on outings to the park and soft-play centre, which supports their physical development. Children confidently talk about their experiences at home during mealtimes. The childminder encourages them to discuss foods that are good for them and where they come from. Children explain that they like bananas and demonstrate an understanding that they grow on trees. This helps

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need to do better?

20 January 2020 to foster their understanding of the importance of being healthy. n The childminder gathers feedback from parents to help improve her service. However, she does not proactively reflect on her own practice to identify key weaknesses in the provision. The systems for self-evaluation are not rigorous enough to help the childminder target training opportunities and maintain good standards. n The childminder helps children to develop their communication, language and literacy skills. She encourages children to choose books for her to read to them. Children enjoy looking at books together and beam with excitement as they sing familiar nursery rhymes, exploring fast and slow rhythms. n The childminder makes effective use of settling-in sessions to help children and their families feel comfortable in her home. She talks to parents at the beginning and end of each day. Parents comment positively about the care their children

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need to do better?

receive. n Children follow good self-care and personal hygiene routines. They clean their hands and face before and after eating. They benefit from the care they need during the day, including nappy changing and plenty of rest as required. n The childminder has established good links with local schools and other settings children attend. She shares two-way information with them about children's interests and individual needs. She also works collaboratively with another childminder, so that children have opportunities to play in larger groups and develop new friendships.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of child protection procedures. She accesses updates and regular training from her local authority. Therefore, she can identify potential indicators of child abuse, neglect, radicalisation and extremism. She is also confident with the procedures to follow to report any concerns that she may have regarding a child's welfare. The childminder maintains ratios and supervises children closely. She keeps accurate records and documentation, such as attendance registers. The childminder maintains a safe environment for children. She carries out risk assessment checks of all areas of her home and garden, and also for all outings and trips.

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Due date

20 January 2020 refine the planning and provide all children with suitably challenging activities that are age-appropriate and take account of their individual interests to fully engage them in learning 02/03/2020

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Due date

enhance professional development and focus more precisely on improving knowledge of child development and teaching, to raise the quality of education to a good level. 02/03/2020

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should:

n monitor and evaluate practice more closely to help identify key weaknesses in practice and target professional development accordingly to further improve.

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Setting details

Unique reference number EY306360 Local authority Worcestershire Inspection number 10106308 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 2 to 5 Total number of places 6 Number of children on roll 5 Date of previous inspection 20 April 2015

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Information about this early years setting

The childminder registered in 2005 and lives in Bromsgrove, Worcestershire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children.

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Inspection activities

n The childminder gave a tour of her environment and discussed her practice with the inspector. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector observed the quality of teaching indoors and assessed the impact this has on children's progress. n The inspector and childminder jointly evaluated the quality of teaching during a planned activity. n Children and parents shared their views with the inspector through discussions and written evidence provided. n The inspector checked evidence of the suitability of household members and the qualifications of the childminder.

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Inspection activities

20 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

20 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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