Rosalie Robin Clarkson

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

The childminder has high expectations of all children and places a priority on working closely with families to meet children's individual needs. For instance, during the COVID-19 (coronavirus) pandemic, the childminder shared home learning activities to support and extend learning outside of the provision. Children are settled and confidently explore the well-organised environment. They develop a very strong bond with the childminder and each other. Children demonstrate that they feel happy and safe as they interact with the childminder and communicate their own care needs. The childminder supports children to begin to understand about being healthy and hygienic as they independently wash their hands and use the toilet. Children are naturally curious and demonstrate a positive attitude to their learning. They benefit from a range of well-planned activities to support all areas of their learning. Children excitedly watch a butterfly hatch from its chrysalis

p.2

The provision is good

in the habitat net. They demonstrate their early mathematical skills as they count how many butterflies there are and recognise that there is now 'one more'. Children behave very well. They are kind and caring to each other. They play together nicely and enjoy each other's company. The childminder encourages children to share and take turns, and models this effectively. She sets clear boundaries and routines in place, which children follow well. For example, children tidy up toys before moving on to the next activity.

p.2

need to do better?

n The childminder sets high standards and is passionate about her work. She networks with another childminder in the local area to share ideas and reflect on her practice. This helps to keep her skills and knowledge up to date. However, she does not always use the information from these reflections to target professional development opportunities aimed at raising the quality of her teaching skills even further. n Children access a range of opportunities and experiences while in the childminder's care. She plans outings and visits to various local places to build on the experiences children have at home. For instance, they visit the local arboretum, go on woodland walks and attend forest school sessions. Children delight as they recall lifting 'heavy' logs with their peers and finding 'crawling' minibeasts. This supports children's knowledge of the natural world. n The childminder has a good knowledge and understanding of child development.

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need to do better?

She provides a challenging curriculum that builds on children's skills and interests. This prepares them for their transition to school. However, the childminder has not fostered effective links with teachers once children start at school. As a result, opportunities to complement children's learning in school are not yet developed. n The childminder assesses children's abilities using information gathered from

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need to do better?

8 June 2021 parents and her own observations. She is responsive to their needs and plans engaging activities to promote children's next steps in learning. The childminder offers children opportunities to repeat activities. She shows children how to use scoops and explains how to open and close them by using a thumb and forefinger. This helps to deepen their understanding and practise new skills. n The childminder supports children's communication, language and literacy skills effectively. She spends quality time with children, asks open questions and models the correct pronunciation of words. Children eagerly respond to questions during their play and confidently attempt to pronounce new words. This helps them to expand their vocabulary. Children skilfully use spoons and utensils to create marks in different coloured rice. The childminder talks to children about the marks they make. This helps to promote children's literacy

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need to do better?

skills and hand-eye coordination. n Children receive lots of praise and encouragement. For instance, the childminder encourages children to freely express themselves in a wide range of role play, such as making ice cream and serving spaghetti to their friends. This helps build on their self-esteem and confidence to ensure they have the skills they need to support their future learning. n Partnership with parents is strong. The childminder gets to know each child and their family very well when they join the setting. She offers settling-in sessions to children and, prior to the COVID-19 pandemic, carried out home visits to help her develop a clear understanding of children's individual needs.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to safeguard the children in her care. She regularly attends training updates to build on her safeguarding knowledge. She is confident in discussing a range of safeguarding issues and the signs of abuse that children may display. She understands the procedures to follow and who to notify to deal with her concerns. The childminder gives the highest priority to children's safety. She maintains a safe home and teaches children how to recognise and manage small risks themselves.

p.3

should:

n strengthen self-evaluation to help to implement a more focused programme of professional development that helps to elevate teaching skills to the highest possible level n build on the partnerships with the schools that children attend, to encourage effective information sharing and provide greater continuity in children's learning and development.

p.3

Setting details

Unique reference number EY557383 Local authority Worcestershire Inspection number 10175006 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 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Kidderminster. She holds a relevant level 3 qualification. The childminder operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays.

p.4

Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The childminder gave a tour of her environment and discussed her practice with the inspector. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector observed the quality of teaching and assessed the impact this has on children's progress. n The inspector and childminder jointly evaluated the quality of teaching during a planned activity. n Children and parents shared their views with the inspector through discussions and written evidence provided. n The inspector checked evidence of the suitability of household members and qualifications of the childminder.

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Inspection activities

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

8 June 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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