Childminder in Worcestershire

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 have warm and affectionate bonds with the kind and caring childminder. They are happy and relaxed in her care. Early literacy skills are emerging. Young children sit comfortably and listen attentively to stories. The childminder uses different tones and animated voices as she reads to them. Young children watch with fascination as the childminder places small puppets on her fingers and wriggles them around. They join in with action songs such as 'Twinkle Twinkle Little Star'. Children explore resources to stimulate their senses. They explore textures, such as cornflour and water, and use their fingers to make marks in the gloop. The childminder sits alongside, offering support and encouragement. She extends children's learning, adding more sensory resources, such as rose petals. The childminder and her assistant encourage children to feel and smell the petals. They use questioning techniques which support children to think and respond. For

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The provision is good

example, children count three petals. Children express their creativity as they make Valentine's day cards for people who are special to them. Babies explore sensory bottles. They shake the bottles and watch the different objects move inside. Young children investigate technological toys. They press buttons to make them move and make noise.

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need to do better?

n The childminder has a good knowledge and understanding of how children learn and develop. She provides children with a wide range of enjoyable play activities around all areas of learning. Children are settled, happy and have fun. They display a strong sense of belonging and clearly enjoy spending time in the childminder's care. n The childminder makes regular assessments of what children know and can do. She uses this information to plan interesting and challenging experiences to move children forward in their learning. n Good settling-in procedures ensure children are ready for the move from home to the childminder. Partnerships with parents are good. Parents comment on the excellent service the setting provides and how settled their children are. n The childminder uses a range of ways to keep parents informed about their child's care needs and achievements. She invites parents to review online learning records and adds daily information to the children's daily dairies.

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need to do better?

However, the childminder does not always give parents enough encouragement and support to share information about what their children are achieving at home, so that she can build on this further in her setting. n The childminder has good links with the local school, and other provisions children attend, to ensure she provides continuity of care and a complementary approach to children's learning. n The childminder gives children clear, consistent guidance and gentle reminders

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need to do better?

12 February 2020 about her expectations for their behaviour. Children know what is expected from them. They behave well. n Children's drive to stand and walk is well supported by the childminder and her assistant. Babies eagerly seek out their hands to hold so that they can walk around the room. The childminder offers lots of praise for their achievements. n Children have many opportunities to be physically active and play outside in the fresh air. They explore textures, such as sand, and make mud pies in the childminder's garden. Children benefit from trips to local parks, play centres and local playgroups. This helps children to gain an understanding of their community and further develop their social skills. n The childminder works closely with her co-childminder and assistant to provide high-quality care and education to all. She reflects well on her practice. The childminder seeks the views of parents through annual questionnaires. She

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need to do better?

regularly meets with her co-childminder and assistant to seek their views to give her an accurate overview of the service they provide. Together, they discuss their strengths and identify areas for development. n Although the childminder keeps her mandatory training up to date, she has not yet established a fully focused professional development plan to further her knowledge and skills and raise the quality of teaching to an outstanding level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge and understanding of child protection. She supervises children well throughout the day and completes daily safety checks on the setting to ensure that children play in a safe and secure environment. She knows how to recognise the possible signs and symptoms of abuse and how to respond to any potential concerns about a child's well-being. The childminder has a secure understanding of wider safeguarding issues. She keeps her knowledge up to date by accessing regular training.

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should:

n support parents more effectively to share details about what children are learning at home, and use this information to inform plans for future learning n build on plans for professional development to further knowledge and skills and raise the quality of teaching to an outstanding level.

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Setting details

Unique reference number EY494090 Local authority Worcestershire Inspection number 10076560 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 10 Total number of places 6 Number of children on roll 20 Date of previous inspection 15 April 2016

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Information about this early years setting

The childminder registered in 2015. She works with a co-childminder and assistant, operating from her co-childminder's home in Honeybourne, Evesham. The childminding provision operates all year round from 7am until 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed with the childminder the plans for children's learning. She evaluated an activity with the childminder to understand how the early years provision and the curriculum are organised. n The inspector held discussions with the childminder throughout the inspection. She looked at the suitability of persons living in the household. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector took account of the views of parents through written documentation.

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Inspection activities

12 February 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

12 February 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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