Childminder in Warwickshire

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 are happy and content in the childminder's care. They confidently play in the safe and homely environment. The childminder supports children to feel secure by following a familiar daily routine, and by clearly communicating with the children about what will happen next. Children are happy to engage in activities led by the childminder and also enjoy the opportunity to make their own choices. For example, children choose to build with construction bricks and contentedly sing to themselves as they play.

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The provision is good

The children behave very well. They respond positively to the childminder's suggestions and requests, such as helping to tidy away resources and joining activities when asked. Children are well supported to develop their independence and self-help skills. For example, they are encouraged to collect resources independently, and, with just a little support, they prepare their own snack by opening, peeling, and chopping up a banana.

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The provision is good

The childminder models the correct pronunciation of words and sensitively repeats words back to children to support their language development. She encourages them to engage in conversation, for instance, by talking about their home experiences at lunch time. Children thoroughly enjoy the daily opportunities to listen to stories and sing songs.

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need to do better?

n The childminder knows the children very well and has an effective system in place to monitor their learning. She works closely with parents to identify appropriate next steps in learning and support children to make good progress. n The childminder plans activities to support the children to achieve their next steps, for example, children are encouraged to use play dough to develop their handling skills. Learning themes are often based on children's shared interests, such as holidays and transport. n Children are taken on regular visits out to broaden their knowledge and skills, support their physical development and enable them to experience a range of social situations. The childminder takes them to visit parks, the canal, the library, museums, and soft play, as well as attending age-appropriate groups. n The childminder models warm, respectful and polite interactions with the children. This teaches the children to interact with others in this way, for

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need to do better?

example, they are beginning to use please and thank you. n Children independently select toys from the available resources, indoors and outdoors. However, the childminder does not consistently enable children to fully develop their own ideas and engage in exploratory play. n Children are supported to develop their language skills. The childminder repeats

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need to do better?

9 August 2021 back the sounds that babies make. To support slightly older children, she uses descriptive words, such as 'rough skin', and new vocabulary, such as 'extinguisher' and 'stethoscope' as they play. However, at times the childminder does not give children enough time to think for themselves and respond when she engages them in conversation or asks them questions. n The childminder encourages the children to join in with familiar stories. She gives them props to hold to support their attention and engagement. At singing time, children delight in choosing which instrument to play and take pleasure in responding to the actions of the songs. n The childminder frequently models counting during routine activities. For example, she counts steps and counts out the five ducks as she finds them at singing time. Children choose to use number language in their play, for instance, they count cars as they line them up.

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need to do better?

n Partnerships with parents are very good. The childminder ensures her communication systems meet parents' needs and engages parents effectively in their children's learning and development. Parents describe the provision as a 'home from home' and say their children are always eager to come. They feel very well communicated with and highly value the care and support provided. n The childminder is keen to provide a high-quality service. She reviews her provision and makes adaptations to improve it. The childminder keeps her early years knowledge up to date through her membership of a professional association and links with other childminders.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role in keeping children safe, and understands the importance of monitoring all aspects of her provision. She knows the signs and symptoms of abuse and neglect to look for, and the procedures to follow if she is concerned about a child. The childminder ensures her statutory training for paediatric first aid and child protection remain up to date. Policies and monitoring procedures support the childminder to keep children safe. The childminder's home is clean and well maintained and she takes care to ensure any risks to children are minimised, both within her home and during visits out. She supervises children closely at all times.

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should:

n provide more opportunities for children to develop their own ideas and engage in exploratory play n ensure children are given sufficient time to think for themselves and respond when they are engaged in conversation or asked questions.

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Setting details

Unique reference number EY549343 Local authority Warwickshire Inspection number 10143575 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder was registered in 2017, and lives in Rugby. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays.

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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 childminder and has taken that into account in her evaluation of the setting. n The inspector looked around the childminding premises and discussed the provision with the childminder. n The inspector observed and assessed the quality of teaching while children played indoors and outdoors. A joint evaluation of an activity was completed with the childminder. n The inspector looked at relevant documents, including suitability of adults living on the premises. n At appropriate times throughout the inspection the inspector spoke to the childminder and children. n Parents verbal and written views about the provision were taken into account.

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Inspection activities

9 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

9 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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