Green, Kelly Diane

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

p.1

The provision is good

Children are happy and clearly enjoy the time they spend with the childminder, her co-childminder and her assistant. The childminder provides children with a wide range of interesting play activities which motivate them to learn. Children play nicely with their friends and learn to share and take turns. They eagerly explore coloured dough and learn to use tools effectively. Children competently use a rolling pin to flatten dough and use various cutters to make shapes. Young children extend their own learning as they introduce their favourite toy into their play. They concentrate and carefully make patterns with the dinosaur's feet. The childminder sits alongside and engages children in thoughtful conversations. She asks questions and allows children time to think and respond. The childminder offers children lots of praise for their achievements. This supports their growing confidence and self- esteem. Early mathematical skills are developing well. Children enthusiastically

p.2

The provision is good

learn how to fill and empty different-sized containers with sand and water. Young children excitedly chase bubbles around the garden and watch intently as they rise into the sky. Children are keen to express their creativity and enthusiastically explore a tray containing marbles and black paint. They recall and make links to past learning experiences and announce 'zebras have stripes'. Children are focused and display high levels of concentration as they shake the tray to make the marbles move, successfully creating a striped effect.

p.2

need to do better?

n The childminder has a good knowledge and understanding of how children learn and develop. She is enthusiastic and kind. 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 Children have fun and use their imagination as they play with toy trucks and animals, such as lions and elephants. They pretend they are on safari and manoeuvre small trucks around the animals. Children are highly engaged and build a storyline into their play. They display curiosity and ask the childminder lots of questions. Children talk about the poorly animals and how they might need a vet. However, the childminder does not consistently support children to find out things for themselves because she answers their questions without encouraging them to think about them first. For example, she tells children

p.2

need to do better?

where animals live and what they eat, and does not support them effectively to try to find out answers for themselves. n Partnerships with parents are good. The childminder provides parents with lots of information about children's time at the setting. She talks to parents at the beginning and end of the day and adds photographic observations of children's achievements to online learning records.

p.2

need to do better?

3 March 2020 n Children have lots of opportunities to be physically active and play outside in the fresh air. They are developing good social skills and an understanding of their local community. The childminder often takes children for walks to the village park where they play on climbing apparatus. Children benefit from other interesting trips. For example, they visit a soft-play centre and a safari park. n The childminder has good links with the local school and other settings children attend. She shares information with them to ensure a complementary approach to care and learning is achieved. n The childminder works closely with her co-childminder and her assistant to provide high-quality care and education to all. She meets regularly with them to talk about what they do well and identify areas for improvement. Although the childminder keeps all mandatory training up to date, she has not established a

p.2

need to do better?

fully focused professional development plan to enhance her already good knowledge and skills, and raise the quality of teaching to an outstanding level. n Children's personal care is supported well. Children adopt good hygiene routines and are beginning to manage their self-care independently. The childminder provides children with nutritious meals and snacks. Babies learn to use a spoon as they try to feed themselves.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility to keep children safe. She has a good understanding of the possible signs that a child may be at risk. She knows the processes to follow and the professionals to inform if she has any concerns about a child's welfare. The childminder helps her co-childminder to carry out daily safety checks on the setting to ensure children play in a safe environment. She teaches younger children to keep themselves safe as she explains the importance of being strapped into the buggy and high chair. The childminder has comprehensive policies in place to support her good practice.

p.3

should:

n extend opportunities for children to find out information that they do not always know for themselves, to further support them to become independent learners n embed a programme of continued professional development to increase existing knowledge and raise the quality of teaching to an even higher level.

p.3

Setting details

Unique reference number EY420674 Local authority Worcestershire Inspection number 10116177 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 18 Date of previous inspection 23 June 2015

p.4

Information about this early years setting

The childminder registered in 2010 and works from her co-childminder's premises in Lower Broadheath, Worcester. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with a co-childminder and an assistant. She holds a relevant level 3 qualification. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

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 and her assistant 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.

p.4

Inspection activities

3 March 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

3 March 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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