Waters, Sarah

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 are happy and settled in this homely environment. They form close relationships with the childminder and involve her in their play. They make good progress from their initial starting points and develop a can-do attitude to their learning. Children persevere at their chosen task and are proud of their achievements when they succeed. For example, they show great determination as they push buttons through a buttonhole when dressing the dolls.

p.2

The provision is good

Children are confident and happily engage with the childminder and visitors. They initiate conversations as they talk about what they are doing. Children recall events and outings they have taken part in. They remember a visit to a toy shop to get a catalogue so they could look at the pictures and choose what they would like for Christmas. The childminder introduces helpful props, such as flash cards and photos of resources, to enable children to communicate their needs. Children enjoy singing favourite rhymes to further enhance their vocabulary.

p.2

The provision is good

Children learn to treat others with respect. They are beginning to recognise people's similarities and differences and show empathy towards others. They talk about disabilities and know that a doll needs extra care because it has hurt its leg and has to wear a special boot. Children learn about different festivals, such as Diwali, Chinese New Year and Christmas.

p.2

need to do better?

n The childminder evaluates her practice and can recognise her strengths and where she can make improvements. However, she does not consistently make the most of learning opportunities to ensure that her knowledge of any changes is always up to date. The childminder occasionally works with an assistant. She guides and supports her assistant's practice and encourages her assistant to develop her expertise, such as observing children as they play. n The premises are set out to enable children to make choices in their play. The childminder knows the children well. She follows children's lead and incorporates what children need to learn next into their chosen activity. n Children's behaviour is good. The childminder works alongside parents to introduce strategies to support unacceptable behaviour, such as hand gestures and tone of voice. The childminder can recognise when children need additional support. She shares her concerns with parents, offers advice and works closely

p.2

need to do better?

with them to involve outside agencies where necessary. n Children concentrate at their chosen tasks. They stack different sizes of wooden circles to see how high they can build a tower before it falls dawn. They count the circles to 14, and the childminder sensitively offers support when they get the next sequence of numbers slightly mixed up. The childminder extends the

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need to do better?

12 November 2021 activity as she talks about adding one more and introduces mathematical words, such as 'tall' and 'short'. Children know that if they add rings the tower becomes taller, and if they take them away it becomes shorter. n The childminder gathers information from parents before children start and uses this, alongside her observations of children, to gauge their initial starting points. She builds on this information to help her recognise what children need to learn next. n Children enjoy taking part in activities that develop their imagination and personal skills. They ask to bath the dolls because they are 'dirty' and have great fun as they swirl the water to make bubbles. They wash the doll's hair and know that they have to rinse it, to get rid of all the bubbles. When the doll is clean and dry, the childminder extends the activity to develop children's small-muscle skills. She demonstrates how to peg the doll's clothes onto a small clothes airer

p.2

need to do better?

and encourages children to try to do it themselves. Children try hard to use the pegs and are rewarded with lots of praise for their efforts. n The childminder prepares children for the move on to school. She talks to them about what they will need to take, such as a lunch box, and explains that they need to wear a special uniform. However, the childminder does not share information with the schools that children will be moving on to or settings where children already attend to ensure that there is consistency in children's learning. n Information is shared with parents every day and they are provided with ideas of how to continue their child's learning at home. Parents comment that they are happy with the care their child receives.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to keep children safe. She attends safeguarding training and understands the procedures to follow should she have any concerns about a child. She knows the signs that may indicate that a child is being abused or neglected, and is aware of wider safeguarding issues, including female genital mutilation and preventing children from being drawn into extreme circumstances. The premises are safe and secure, and the childminder teaches children how to keep themselves safe as they play.

p.3

should:

n make the most of professional development opportunities to ensure that knowledge of any changes is always up to date n share information with schools children move on to or settings they already attend to provide consistency in their learning.

p.3

Setting details

Unique reference number EY560670 Local authority Sandwell Inspection number 10190578 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 10 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Oldbury, in the West Midlands. She operates all year round from 7am to 6pm, Monday to Friday. The childminder works with an assistant. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the childminder 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 A meeting was held between the inspector and the childminder. n The inspector looked at a selection of documentation and checked evidence of the suitability of persons living in the household. n The childminder and the inspector discussed the curriculum and the impact of activities on children's learning.

p.4

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.

p.4

Inspection activities

12 November 2021 12 November 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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