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 Not applicable

p.1

The provision is good

The childminder and her co-childminder provide a warm and welcoming environment. Children are happy and settled. They display strong attachments with the childminder. Children talk to her and invite her into their play. The childminder provides comfort, reassurance and lots of cuddles, especially when young children are wary of visitors. Children use their imagination as they excitedly play with a selection of toy animals. They carefully manoeuvre them around the pretend farmyard. Children learn the difference between a horse and a donkey as the childminder gives clear explanations to improve their knowledge. Children's communication and language are developing. The childminder introduces associative animal sounds, such as 'baa' and 'moo', into young children's play. Children are confident and independent. They delight in pouring their own drink and use plastic knives safely to butter toast. The childminder and her co-

p.2

The provision is good

childminder have made some changes to their practice since the COVID-19 (coronavirus) pandemic began. Instead of parents being invited in at drop-off and collection times, handovers now happen at the door. They make conversations brief but ensure that lots of information about children's time at the setting is relayed. Online learning records are updated daily and a range of social media platforms are used to keep parents fully informed about children's care and learning.

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need to do better?

n The childminder has a strong relationship with her co-childminder. They share the same values and strive to deliver high-quality care and education at all times. The childminder attends online training and forums. She is keen to continue with her professional development and enhance her skills and knowledge. n The childminder provides a varied curriculum. She has a good understanding of what children know and can do as well as what they need to learn next. This helps them to make good progress. n The childminder is enthusiastic and provides children with a range of interesting activities, which ignites their curiosity and motivates them to learn. She knows what she wants children to learn from activities, for example to match words to pictures or use mathematical language. However, at times, particularly during adult-led activities, the childminder interrupts children's concentration to ask questions. She does not always give them enough time to think and respond

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need to do better?

before asking another question. n Children's early literacy skills are developing. The childminder enthusiastically reads to them. Children are engaged and listen attentively. The childminder encourages them to join in with songs and rhymes. She supports children to link letters to sounds. However, the childminder has yet to fully support older

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need to do better?

27 May 2021 children to regularly participate in writing activities. n The childminder engages with parents well. She supports them to continue children's learning at home, for example by suggesting books to read. Parents speak highly of the childminder and her setting. They say that their child loves it at the setting and state, 'The girls are lovely.' Parents feel very well informed about children's care needs and education. n Children have lots of opportunities to play outside in the spacious and well- resourced garden. Children display resilience as they confidently climb on apparatus. Young children delight in pretending to cook in the outdoor kitchen. They fill small watering cans with water and excitedly empty them over the plants. The childminder supports children to learn where food comes from as they collect the eggs the chickens lay. n Hygiene practice is good. The childminder reminds children to regularly wash

p.2

need to do better?

their hands. She provides them with healthy snacks. The childminder follows sleep routines from home. Children sleep in comfortable surroundings. The childminder and her co-childminder regularly check on them to ensure that they are safe and well. n Children are beginning to learn about other cultures and customs. The childminder provides creative activities and books to assist their learning. The childminder and her co-childminder regularly take the children out for walks into the community. Children learn how to keep themselves safe as the childminder talks to them about stranger danger and road safety.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a clear understanding of how to keep children safe. She has recently updated her safeguarding training and extended her knowledge of the wider aspects of safeguarding, such as the 'prevent' duty. This helps her to protect children from extreme views and ideas. The childminder has clear procedures to follow if she is concerned about a child's welfare. She carries out daily checks on the setting to ensure that children play in a safe environment. The childminder supervises children well. She follows the latest government guidance with regard to the COVID-19 pandemic. The childminder manages her provision well in order to keep children safe.

p.3

should:

n strengthen opportunities for older children to participate in writing activities n help children to process their thoughts and allow them more time to verbalise their answers before asking another question.

p.3

Setting details

Unique reference number EY551822 Local authority Worcestershire Inspection number 10174277 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 6 Number of children on roll 9 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and works with a co-childminder in Bromsgrove. She operates all year round from 8.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3.

p.4

Inspection activities

n This is the first routine inspection the childminder has received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken this into account in their evaluation of the setting. n The inspector spoke to parents and took account of their views. n The inspector looked at required documentation, including evidence of the childminder's suitability. n The inspector and the childminder discussed and evaluated a learning activity together. n The inspector and the childminder had a learning walk together to discuss activities and intentions for children's learning.

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Inspection activities

27 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

27 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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