Childminder EY315737

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 cheerful and well behaved. They listen to the childminder during the positive interactions. Children demonstrate that they feel secure when exploring the environment and selecting their own activities. They display a wonderful use of imagination as they explore everyday items, which helps to develop their understanding of the world. Children have a positive attitude towards learning and enjoy the activities the childminder has planned. They explore the small-world farm animals with eagerness. The childminder helps them to link their knowledge from a previous trip to the farm and holds discussions with them about what they will see on their next visit. Younger children listen to new vocabulary provided as she narrates the activities. Older children confidently talk to the childminder, who listens intently. She promotes learning through everyday opportunities to help children develop early mathematics. For example, they count the stairs as they

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The provision is good

walk up. Children of various ages play and interact well together. For instance, older children support younger children to find the correct water bottle when they want to have a drink. Children make good progress in their learning. The childminder shares two-way information with other settings children attend, which also helps to promote continuity.

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need to do better?

n The childminder gathers information from parents about their child's learning and care needs when they first start. She builds positive relationships with children, who receive what they need during the day. For example, the childminder quickly facilitates children's requests for more resources to continue their play. She also encourages children to manage their own health and self- care needs, such as washing their hands. Children are becoming self-assured individuals who are beginning to understand their own needs. n The childminder forms good partnerships with parents. Parents comment positively about the communication they receive from the childminder, such as daily diaries. They also receive reports on their child's progress and frequently view children's learning journals. Parents state they are pleased with the progress their children have made, especially in how confident they have become. n The childminder is proactive in reflecting on her practice. She sends out regular

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need to do better?

parent questionnaires to help improve the care children receive. She also works with the local authority to improve the quality of her practice. Recently, she has acted on their advice to extend the sharing of information with parents and further help them to support their child's learning at home. n The childminder sets clear behaviour expectations with the children and they receive praise for their kindness. She provides them with simple instructions and gentle reminders about any unwanted behaviours. As a result, children start to

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need to do better?

5 March 2020 understand rules and boundaries from an early age. n The environment provided is welcoming and inviting. The childminder understands different ways children learn and uses varied resources to support their development. For example, she builds on their vocabulary by using visual clues and develops their social skills by encouraging them to share. Children enjoy their daily outdoor play in the childminder's garden. They also like walks to the local park and shops. Additionally, the childminder takes children further afield in the local community, for example to the local farm and museum. n The childminder provides children with a wide range of activities that she plans based on their interests, which helps keep them engaged. She knows the children well and keeps a close check on the progress they make through accurate assessment. However, she does not always use the information she obtains about children's development to its full potential. She does not always

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need to do better?

precisely identify children's key next steps in learning or use these as well as possible to shape activities that help all children make the best progress. n The childminder promotes an interest in books and reads stories in engaging ways to support children's communication and language skills. She listens carefully to children and models the correct pronunciation of words for them to repeat. The childminder talks to children constantly and asks questions at a challenging level, for example when naming different flowers. However, she is often too quick to provide an answer to questions. This does not allow children enough time to think for themselves, to help enhance their critical thinking skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is aware of the signs that may identify if a child is at risk of harm, and has policies in place and procedures to follow should she have a concern for a child's welfare. She is fully aware of who to contact should the need arise. The childminder understands the importance of maintaining records, such as accident or injury forms, which helps her to promote children's welfare. She keeps her knowledge up to date by attending required training, such as safeguarding and first aid. This helps her to maintain the quality of care provided at a good standard.

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should:

n precisely identify children's key next steps in learning and use these to sharpen the planning to help all children make the best possible progress n provide children with more opportunities to think for themselves and respond to questions, to help enhance their critical thinking skills.

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Setting details

Unique reference number EY315737 Local authority Wolverhampton Inspection number 10116093 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 3 Date of previous inspection 24 February 2014

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Information about this early years setting

The childminder registered in 2005 and lives in Wolverhampton. She operates on Tuesday, Wednesday and Thursday from 7.30am until 5.30pm, all year around, except for family holidays.

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Inspection activities

n The inspector toured the premises with the childminder. She discussed with her how the provision is organised and reviewed the curriculum available. n The inspector checked relevant documentation, including evidence of the suitability of all people living at the property. n The inspector read the testimonials of parents during the inspection and took account of their views. n Discussions were held with the childminder at appropriate times during the inspection. n The inspector observed the quality of teaching during activities. She assessed the impact this has on children's learning.

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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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