Ward, Lisa

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

Children demonstrate a strong sense of belonging in the childminder's welcoming environment. They are happy and feel safe in her care. They form strong relationships with her and each other. Children behave well.

p.2

The provision is good

Children use their imagination and act out familiar experiences as they make pretend soup and other favourite foods with sand and water. They work together as a team and discuss and agree what they can do to make it 'more thick'. Children demonstrate their knowledge of the benefits of healthy eating. A child explains that they need fruits 'for my health'. Children learn to be independent. They are eager to take responsibility for doing things for themselves. Older children manage their own personal care and younger children learn to feed themselves. Children enjoy plenty of opportunities to be physically active in their play and develop good control and coordination. They are eager to join in high energy activities and have fun jumping, bending and twisting their bodies, as they take part in action songs. Toddlers clap and spontaneously move in time to the music.

p.2

The provision is good

The childminder has high expectations for all children. Overall, children make good progress from their starting points.

p.2

need to do better?

n The childminder is kind and caring, she provides cuddles frequently to toddlers that soothe them to settle. The childminder gives older children an explanation about why she wants them to do a specific task. This helps them to understand what is expected of them, enabling them to feel valued. n The childminder is a good role model, she is polite and respectful. Children behave well, use good manners and are kind to each other. n The childminder uses her risk assessments effectively in her home and on outings to help to remove any potential hazards. She teaches children about keeping themselves safe. For example, during walks to the local parks, children learn about road safety. n The childminder has a good knowledge of how children learn and develop. When children first start at the setting she invests time to make regular observations and assessments in order to determine what children need to learn next. She

p.2

need to do better?

uses this information to plan activities that match children's interests and learning needs. Gaps in children's learning are quickly identified and the relevant support is sourced. However, at times, the youngest children are unable to fully lead their own play or follow their current interests as toys are stored out of sight and reach. Therefore, their choice of play is restricted to those resources selected solely by the childminder. n Children are confident communicators. The childminder engages them in

p.2

need to do better?

16 August 2021 meaningful conversations, and she shows a genuine interest in what children have to say. n The childminder is clear about how her activities support children's next steps in learning. For example, children develop dexterity and good control as they learn to use tongs to serve themselves fruit at snack time. n Children learn to recognise shapes and colours and to count. n Children take part in activities that help them to learn about healthy lifestyles, including growing and eating their own fruit and vegetables. They observe the stages seeds go through before becoming tomato plants. Children explain to visitors about how plants need water to help them grow. n The childminder ensures children enjoy daily fresh air and physical play. She provides them with healthy snacks and meals. n Parents are very happy with the service the childminder provides. They say that their children make good progress in her care, particularly with their speech,

p.2

need to do better?

confidence and behaviour. However, the childminder has not yet established highly effective partnership working with other providers, that children she cares for attend, to help promote a more collaborative approach to children's learning and development. n The childminder regularly evaluates the service she provides. She takes account of the views of parents and children to identify areas for improvement. For example, she has made changes to her garden to enable her to extend learning opportunities further, particularly for children who prefer to learn outdoors.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure knowledge of the signs and symptoms of abuse and neglect. She has completed training focused on supporting young girls at risk of harm from certain cultural practices. She knows the relevant organisations to contact if she has any concerns about a child's welfare. The childminder knows what action to take in the event of an allegation being made against her or a member of her household. The childminder implements additional hygiene measures, as a result of guidance issued due to the COVID-19 (coronavirus) pandemic. She supervises children well at all times.

p.3

should:

n increase opportunities for younger children to make their own choices and decisions when accessing toys and resources n improve partnerships with other settings children attend and share detailed information about their development.

p.3

Setting details

Unique reference number EY553008 Local authority Worcestershire Inspection number 10174076 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 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder was registered in 2017 and lives in Kidderminster, Worcestershire. She operates all year round from 7am to 6pm, Monday to Friday except for bank holidays and family holidays.

p.4

Inspection activities

n This was the first routine inspection the setting has 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 her evaluation of the setting. n The childminder and inspector completed a learning walk and joint evaluation of an activity. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living or working in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents spoken to on the day.

p.4

Inspection activities

16 August 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

16 August 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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