Childminder in Walsall

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children make good progress and gain a broad range of useful skills. This prepares them well for school. The childminder has high expectations of children and supports them to develop concentration. She has identified how to make up for the loss of some of children's learning experiences due to COVID-19 (coronavirus). Children talk excitedly about what they know and can do, and they show a real eagerness for learning. They keep trying when a task is more challenging and are keen to try new things. Children enthusiastically explore their favourite books in role play, add new characters and create their own stories. They enjoy learning about the lives of people in the past, such as those who once travelled on boats along the nearby canal. Children show respect for indoor and outdoor spaces. They take part in litter picking and without prompting tidy away toys. Children are happy, confident and make their needs known. They clearly explain their views.

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The provision is good

Children develop good levels of independence. This includes changing their clothes and helping to prepare lunch. They gain an understanding of emotions. For example, when they notice that a bird has become trapped in a building, they suggest that it might feel scared. Children decide that being cold might make some animals feel sad. They consider how some people can be afraid of the dark and how others like it.

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need to do better?

n The childminder has strong partnerships with parents. They work well together to support children's continued learning at home. Parents say how the childmider has helped them to support their child's communication and language at home and how happy their children are in her care. The childminder works closely with parents to review children's ongoing progress and to establish their routines and development needs on entry. Due to the COVID-19 pandemic, parents do not come into her home. The childminder ensures that communication continues in other effective ways. However, she does not consistently work with staff from other settings where children also attend, to regularly exchange information about children and their learning. n The childminder reflects effectively on the service she provides, to identify areas for further development. She extends her professional knowledge regularly. Recent training in children's communication and language helped her to identify

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need to do better?

new ways to extend their use of language. Children make links with their own experiences to accurately describe the taste of new food, such as green pepper. They decide that it tastes like a chilli and talk about how it tingles on their tongues. The childminder knows how to match her use of language to children at different stages of their development. n The childminder monitors the progress that children make effectively . She uses the information to plan learning experiences to help children to gain the

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need to do better?

18 May 2021 knowledge they need to advance well. Children think about their own learning and say when something is easy or challenging. However, on some occasions the childminder does not identify where she needs to adapt her teaching, to better help children when they find new learning difficult. n The childminder supports children's good health well. She provides them with balanced meals and snacks, and helps them to learn about good hygiene routines. Children learn how they can eat more portions of healthy food and smaller amounts of unhealthy food. The childminder gives children opportunities to be physically active and to gain strength in their small muscle movements. Children carefully use knives to chop fruit and vegetables. They learn how to spread ingredients onto bread. Children play target ball games, such as football and basketball. They benefit from opportunities to increase their breathing and

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need to do better?

heart rate. n The childminder helps children to develop their mathematical understanding and knowledge of literacy. Children recognise letters in their names and link these to sounds. For example, they know that apple starts with 'a'. Children understand the value of a number and show this on their fingers without counting them. They learn about simple fractions as they cut their sandwiches into halves and quarters. They recognise simple patterns and work out what comes next in a sequence of colours.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of safeguarding matters and knows about possible signs that indicate a child is at risk of harm. She regularly gains updates to keep her knowledge current. She understands the local procedures to follow if she needs to seek further help and report any concerns about a child's welfare. The childminder makes careful risk assessments of her home and places she visits with children to ensure they can play safely. The childminder understands the importance of informing other agencies about allegations and concerns about the conduct of colleagues.

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should:

n recognise more consistently when to adapt teaching, to support children when they find new learning particularly difficult n make even stronger links with other settings that children also attend, to exchange as much information as possible about children and their learning.

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Setting details

Unique reference number EY549351 Local authority Walsall Inspection number 10133749 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 Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Walsall. She operates for 48 weeks of the year from 7am to 6pm, Monday to Friday. The childminder has a relevant early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector completed a tour of the childminder's home. n The inspector and childminder completed a learning walk together. The inspector observed teaching practices and considered the impact these have on children's learning. n The inspector held discussions with the childminder, parents and children. n The inspector sampled some of the setting's documentation.

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Inspection activities

18 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

18 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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