Childminder in Worcestershire

Overall effectiveness Good

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

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The provision is good

Children appear happy and settled in the childminder's care. They go to her for cuddles when they need reassurance and invite her into their self-chosen play. Older children understand how to be safe and how to keep others safe. They confidently remind their younger friends not to run indoors. Children behave well and show kindness to their peers.

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The provision is good

The childminder knows what children need to learn from their differing starting points. She offers a broad curriculum to develop the skills that children already have. Young children choose to play the pretend guitar and sing, 'yeah, yeah, yeah'. They place cups on the table and say, 'this one for you, this one for me'. Children make the correct animal sounds when the childminder pauses her singing. Older children recall where they have seen some of the animals in the song, such as during their trip to the local farm. The childminder displays photographs of outings that children have taken part in. Children point to the pictures, name their friends and remember what they were doing. They talk about planting seeds, and how they must water them to help them grow and that they do this when they go outside to play. Children show what they have learned and remembered during their play.

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need to do better?

n Young children get their pretend laptop and sit at the side of visitors to mimic their actions. They start conversation and show confidence with unfamiliar people and new social situations. n Children arrive at the setting, take off their shoes, find their picture card and hang up their coat. They kiss and leave their parents with ease, and they go and find their name card. Children describe their emotion as happy and place their name card under the 'happy face'. They show their growing independence as they do things for themselves. n The childminder has completed behaviour management training to develop her knowledge further. She talks to children about their feelings and behaviour. Children show their understanding of behavioural expectations. They explain to her to use quiet voices indoors and to use good manners. n The childminder is aware of what individual children know, understand and can do. Generally, she uses this information well to plan what she wants to teach

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need to do better?

children next. However, the childminder's expectations of children are too high, on occasions. As a result, during some adult-led activities, they lose interest and focus, so do not recall or expand their learning. n The childminder supports children's mathematical development well. Young children show what they remember as they count 'one, two' when they place cups on the table. Older children complete a number jigsaw puzzle. They

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need to do better?

10 May 2021 recognise and count the numbers one to 10 so that they can place the pieces in the correct order. Children are developing the knowledge and skills they will need for their move on to school. n Children have good opportunities to lead their own play. The childminder is aware of what children are doing in the room and, overall, offers good support when asked. However, the childminder does not always consider the needs of younger children when supporting older children's play. This means that, at times, young children do not benefit from high-quality interactions to enhance their chosen play. n Children know that they need to wash their hands before eating. They enjoy outdoor activities, and they have regular opportunities to exercise and to be active. Children talk about their visits to the local park where they explain that they go on the swings and the slide. n Children learn about the wider world. They go on outings to places of interest,

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need to do better?

such as to the Yorkshire Sculpture Park. Children meet with people in their community, who dress in different clothes to them. They learn about festivals and celebrations that are different to their own. n Parents say that the childminder shares her assessments of their children's learning. This helps them to know what their child can do and what they will learn next. Parents report good progress in their young children's communication and language skills. For example, that their children have progressed from two word to full sentences.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows how to recognise the possible signs and symptoms of abuse. She knows what to do if a child is at risk of harm and how to report any concerns about a child's welfare or about the behaviour of another adult. The childminder understands wider safeguarding concerns, and she can talk about these. She is aware of the impact this abuse can have on children's safety, well- being and development. The childminder keeps her setting safe and secure for all children. She helps children to learn how to keep themselves safe with simple rules that they can follow.

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should:

n consider carefully the differing abilities of children when planning adult-led activities so that all children receive age-appropriate challenge to help them to recall and extend their learning n strengthen interactions with younger children to support them to maintain their interest and enthusiasm during their self-chosen play.

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Setting details

Unique reference number EY551198 Local authority Worcestershire Inspection number 10190028 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 10 January 2020

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Information about this early years setting

The childminder registered in 2017. She opens all year round from 7am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3.

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Inspection activities

n This was the first routine inspection the setting received since the 2020-21 COVID-19 pandemic. The inspector discussed the impact of the pandemic with the setting and has taken that into account in her evaluation of the setting. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held several discussions with the childminder. 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. The childminder and the inspector completed a learning walk together.

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Inspection activities

10 May 2021 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

10 May 2021 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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