Childminder 204799

Overall effectiveness Good

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

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The provision is good

The childminder works at her co-childminder's house along with assistants. She knows children and families well and prioritises supporting children's emotional well-being so children feel safe to explore and investigate. A clear routine incorporates a good balance of adult-led activities and opportunities for children to play freely and come together as a group. For example, during group time, children listen intently and thoroughly enjoy the action songs and choosing the next visual prop in relation to the song. The childminder skilfully interacts with children and introduces new vocabulary and concepts as they play, and children enjoy her interactions. Children are independent and cooperate well as they play imaginatively in the role-play area. The childminder offers plenty of opportunities for children to use a rich range of arts and crafts materials for them to cut, assemble and join. They begin to recognise their names and enjoy making marks

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The provision is good

and the most able children attempt to write their names. They begin to show an interest in some mathematical concepts, such as sorting by colour and counting. However, children do not always show sustained levels of interest during some mathematics activities as they are not always inspiring enough.

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need to do better?

n The childminder works with a co-childminder and assistants and all have clear roles and responsibilities to ensure the smooth running of the setting. Together they offer a curriculum which is centred on promoting children's personal, social and emotional development and preparing them for their next stage of learning. n The childminder adopts a nurturing approach and places a high priority on ensuring children feel secure and happy. She helps children gain a real sense of belonging and ensures they receive the emotional security they need to help them take part. Children cooperate well, easily follow instructions and enjoy each other's company. n The childminder provides a rich range of experiences to help children make good progress. She places a key focus on promoting their language development. For example, daily singing sessions and stories are used extremely well to engage children and promote their communication and language skills.

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need to do better?

n The childminder knows children well and uses her observations of children's learning to find out what they enjoy doing, and plans well for their interests. However, she does not always use this information sharply enough during her interactions with children to provide the highest level of challenge during activities. n Children attend a variety of suitable playgroups that offer a range of play experiences and plenty of opportunities for children to increase their social skills. She places a clear focus on children learning through what they see and experience. For example, during seasonal walks children observe the changes

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need to do better?

26 February 2020 around them and collect natural items, which they use to make their creations. n The childminder places a high priority on developing children's resilience by building a strong emotional connection with them and encouraging children to have a go. Children have ample opportunities to play together and resolve their own disputes and talk about their feelings. n The childminder is up to date with all her mandatory training to help promote children's welfare and regularly observes and coaches the assistants. However, she does not always make the best possible use of professional development opportunities available to help deepen her knowledge even further, for example, developing her understanding of how to make mathematics activities even more appealing to all children. n Partnerships with parents are strong. They are regularly consulted and their views acted upon and they report high levels of satisfaction with their children's

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need to do better?

care and progress. They are kept well informed about the programme of activities on offer and the progress their children make. n The childminder places a clear focus on promoting children's physical development through outdoor play and indoor music and movement sessions. Children learn that exercise is good for their bodies and about the benefits of eating a healthy diet.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There are robust procedures in place to ensure that those living and working on the premises are suitable and their ongoing suitability assessed. The childminder ensures all adults working with children have a good knowledge of child protection and the procedure to follow if they have a concern. Detailed risk assessments are carried out to ensure the home is safe and suitable. The childminder and her co- childminder place a high priority on keeping children safe on outings and when they collect children from the local school. Children learn about road safety and how to keep safe around the pet dogs.

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should:

n use more sharply children's assessment information, including their next steps in learning, to help provide highly challenging activities to help them make rapid progress n make better use of professional development opportunities to gain a deeper understanding of how to make mathematics activities appealing to all children, to help them make the best possible progress across the curriculum.

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Setting details

Unique reference number 204799 Local authority Worcestershire Inspection number 10115903 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 0 to 8 Total number of places 12 Number of children on roll 26 Date of previous inspection 15 June 2015

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Information about this early years setting

The childminder registered in 1991. She works with a co-childminder and assistants at her co-childminder's home in Kidderminster. She operates all year round from 7am to 6pm, 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 observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder and co-childminder. n The inspector held a number of discussions with the childminder, co-childminder and assistant. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

26 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

26 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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