Childminder in Dudley

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

Children are happy and secure in the care of the nurturing and skilled childminder. They eagerly involve her in their play and enjoy cuddles. They make good progress in all areas of their learning and gain a secure foundation for their future learning, and school. Children have positive attitudes to learning and concentrate well. They are inquisitive and keen to deepen their understanding. For example, they ask 'what' and 'how' questions. They confidently give instructions and demonstrations of how to operate toy vehicles, such as pushing them down to make them move and using remote control devices. Children enjoy playing memory games and recall significant events in a story. They behave well and develop good social skills. They play together harmoniously and learn about taking turns. The childminder helps children to gain good levels of independence. Children gain confidence in their own abilities and manage their personal care routines well. They know about the

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The provision is good

importance of following good hygiene routines and learn about keeping themselves and others safe. Children know about calling '999' in an emergency, how to give their address and to put someone who is unwell on their side. They talk about how they look after their teeth and about making healthy food choices.

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need to do better?

n The childminder reflects effectively on her provision and identifies aspects of her practice for further development. She is committed to extending her good teaching skills further. She attends a wide range of training and completes her own research to deepen her understanding of how young children learn. Recent training has helped her to identify how to use everyday play experiences to challenge children's mathematical understanding. For example, children know to point to each piece of fruit on their plate to find out how many they have. They know that if they count the number of strawberries and orange segments, they can add them together to find the total number of fruits on their plate. n Partnership working with parents and other providers is successful. The childminder works closely with parents to engage them in their child's learning. This includes the progress check for two-year-olds. Parents value the support

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need to do better?

both they and their children receive. The childminder liaises with staff at other settings children also attend to exchange information about children's care and development needs. This helps to provide continuity for children. n The childminder is a skilled teacher and has a strong understanding of how young children learn. She uses her knowledge and observations of children's achievements to identify the next steps in their learning. She plans a wide range of interesting activities that motivate children to play and learn. However, at times, she does not adjust her teaching in response to children's spontaneous play ideas to further captivate their interests and provide them with the highest- quality learning experiences.

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need to do better?

5 March 2020 n The childminder provides children with a learning environment, both indoors and outdoors, that meets their needs and interests well. For example, in the outdoor area, children can use their imaginations in the mud kitchen and practise their physical skills, such as balancing. They develop their understanding of the world and learn how plants grow from seeds and about the wildlife that visit. n Children progress well with their communication and language. The childminder has strong knowledge and is skilled in helping children to become confident communicators. She knows how to plan activities that support children who have speech and language delay. Children name objects they can see that are chosen to help them to practise specific sounds. They confidently use mathematical language to sequence their ideas, such as, 'first, we will'. n The childminder provides opportunities for children to talk about feelings,

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need to do better?

however, she does not maximise opportunities to help children to fully explore the range of emotions they experience. n Children gain good early literacy skills. They recognise their names and talk about sounds they can hear in words. They learn that writing communicates meaning and make marks to record customer orders in the role-play cafe. Children have good imaginations and express their ideas well as they develop interesting storylines in their play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends regular training to keep her knowledge of safeguarding matters updated. She is aware of potential signs that a child may be at risk of harm and how to report any concerns about the welfare of a child in her care. The childminder understands her responsibility to report any concerns about another childcare provider. She makes good use of risk assessments to ensure she keeps children safe in her home and on outings. The childminder follows effective procedures for logging and reporting accidents to parents and has a clear system in place to evacuate children in the event of a fire.

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should:

n recognise when to adapt teaching in response to children's spontaneous ideas and help them to further use their critical-thinking skills n maximise opportunities to help children to deepen their awareness of feelings to further support their emotional understanding.

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Setting details

Unique reference number 255721 Local authority Dudley Inspection number 10115986 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 13 January 2016

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Information about this early years setting

The childminder was registered in 1989 and lives in Stourbridge. She operates all year round from 7.30am to 5.30pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 5. She receives funding to provide free early years education to three-year-old children.

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Inspection activities

n The inspector completed a learning walk with the childminder across all areas of the setting to understand how the early years provision and the curriculum are organised. n The inspector carried out joint observations with the childminder. n The inspector held discussions with the childminder and interacted with children at appropriate times during the inspection. n The inspector looked at a sample of documents. This included evidence about suitability and training. n The inspector took account of parents' views.

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Inspection activities

5 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

5 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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