Childminder 204555

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 fun as they play and learn in this child-friendly environment. They spend time in a designated playroom where they can easily and safely access resources and their work is displayed. Children eagerly take part in a range of activities that are planned to support their next steps in learning. They look at a pot of daffodils and know that these are yellow. They remember that the daffodils have grown from bulbs they planted in the autumn. Children colour flowers that the childminder has prepared and stick them onto card. The childminder introduces mathematical language as children compare the sizes of the flowers. They recognise that some are big and some are little. Children behave well. They begin to use good manners, for example saying 'please' and 'thank you', and learn to share, take turns and be kind to each other. Children investigate pots of pasta, oats, lentils, barley and popping corn. They pour the lentils and tell their friends

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The provision is good

that it sounds like rain. Younger children are transfixed as they run the barley through their fingers and watch as it falls into a pot. They listen intently to the noise the barley makes as they shake the pot. Older children carefully sort the lentils from the pasta when they become mixed up. They tip the contents of the pot out and know that when there is nothing left in the pot it is empty.

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need to do better?

n The childminder is well qualified and has a wealth of experience. She uses her knowledge to help children learn and be ready for school. The childminder researches new information and keeps up to date with mandatory and any other training that she feels will be beneficial to the children. She reflects on her practice and evaluates activities to ensure that children consistently receive good-quality care and learning experiences. n Children enjoy the time they spend with this kind, caring childminder. They have developed nice relationships with the her and are obviously happy and settled in her company. Children have fun as they learn. The childminder talks to the children in a variety of funny voices, which makes them laugh. The childminder knows the children and their families extremely well. n Partnerships with parents are strong and they are involved in their child's learning. The childminder shares assessments with parents and communicates

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need to do better?

with them a daily basis to tell them what children have been doing and where they are in their learning. Parents complete a family profile before children start. The childminder uses this information to provide routines and activities that help children settle quickly. Parents comment extremely positively about the childminder. They say that she takes a genuine interest in children and their families, that she is an important trusted adult in children's lives and that her decades of experience shine through. n Children's health and well-being are given high priority. They wash their hands

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need to do better?

24 February 2020 after touching the daffodils, and the childminder explains that the bulbs that the flowers have grown from are poisonous. Children enjoy spending time outside in the fresh air. They visit the local parks where they watch the changing seasons and look for squirrels. Children enjoy a healthy snack of bananas, grapes and melon. n The childminder knows the children well. She observes them and identifies appropriate next steps in learning to help them make good progress from their individual starting points. The childminder completes assessments to share with other professionals and settings children also attend or will be moving on to. However, the shared assessments do not always provide an accurate overview of children's development and sometimes appear to show that children are not achieving as well as they actually are. n Children develop their imagination and enjoy music sessions. Younger children

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need to do better?

have much fun as they twirl and spin to the music, and older children march as they pretend to be the 'Grand Old Duke of York'. They make a picnic as they sit on a blanket with pretend food and sing about the teddy bears having a picnic. Children hold hands as they row their boats down the stream and have lots of fun together. n The childminder generally supports children's communication well. She encourages children to pronounce words slowly and clearly. However, occasionally during activities, the childminder speaks quickly and does not always give children time to process their thoughts or respond to questions.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder regularly updates her safeguarding training and is vigilant in ensuring children's safety at all time. She has a good knowledge of the signs of abuse and neglect and wider safeguarding concerns, including the 'Prevent' duty and issues such as forced marriage. She understands the procedures to follow should she have a concern about a child in her care. The premises are safe and secure and the childminder reminds children about safety as they play. Older children are supported to risk assess their own activities, for example when climbing trees and making tree houses.

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should:

n refine assessments for sharing information with other professionals and settings children also attend or are moving on to, so that they are wholly accurate and reflect children's stage of development n provide children with time to process their thoughts and answer questions for themselves.

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Setting details

Unique reference number 204555 Local authority Worcestershire Inspection number 10072500 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 6 Number of children on roll 14 Date of previous inspection 4 May 2016

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Information about this early years setting

The childminder registered in 1992 and lives in Droitwich, Worcestershire. She operates for 48 weeks of the year from 7.30am to 5.30pm, Monday to Friday. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n The quality of teaching during activities indoors was observed, and the inspector assessed the impact this has on children's learning. n The inspector spoke with the childminder and children at appropriate times during the inspection and carried out a joint evaluation of the teaching and learning with the childminder. n The areas of the childminder's home used by children were viewed by the inspector. n The inspector looked at relevant documentation, including policies and children's records. n The views of parents were taken into account during the inspection.

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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.

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Inspection activities

24 February 2020 24 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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