Childminder in Warwickshire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children who have been attending the childminder's setting for a long time separate from their parents with ease. However, children who are new to the setting are not fully supported to settle. They spend long periods crying and do not respond to the comfort offered by the childminder or her assistants. The childminder gathers information from parents about children's interests, but this is not used effectively enough to provide experiences to help these children settle. That said, some of the children run into the childminder's home and happily join in playing with other children. They confidently approach new visitors, which shows that they feel safe and secure.

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The provision requires improvement

The childminder and her assistants provide a range of resources for children to play with. Children enjoy exploring toy animals and dinosaurs. They learn to recognise the names for animals and the sounds that different animals make. However, planning does not consistently focus enough on children's interests and development. As a result, at times, children move frequently between the activities and struggle to maintain concentration. This impacts on the progress they make.

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The provision requires improvement

The childminder's expectations of children are not consistently high enough. For example, at mealtimes, some older children are not encouraged to learn how to feed themselves. The childminder states that they will drop their food on the floor. Consequently, the childminder does not use daily routines well enough to support children's emerging handling skills.

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need to do better?

n The childminder uses assessment to find out about children's ongoing interests and development and to identify what she wants children to learn next. However, this information is not always used to plan and provide activities that meet children's individual needs. Consequently, some newer children struggle to settle. When they do settle, children are not supported to make good enough progress in their learning and development. n The childminder and her assistants interact with children. They share stories and model counting language to help children's early mathematical skills. However, at times, the language adults use does not fully support children to develop their vocabulary. For example, they ask children to count the 'quack quacks' rather than helping them to identify that they are ducks. n Children are supported to learn how to manage their own hygiene. They regularly wash their hands before eating and when coming in from outside.

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need to do better?

Children recognise their own drinks bottles and help to give out the ones which belong to their friends. n Children generally behave well. They are compliant with the childminder's

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need to do better?

19 January 2022 requests and follow instructions. Children share resources well. They show respect for each other and the equipment they use. However, children's attitude towards learning is variable. At times, they struggle to concentrate and move frequently between the activities available. n Parents speak positively about the childminder's service. They comment that their children enjoy attending and praise the childminder for her flexibility and understanding. The childminder regularly exchanges information with parents and provides them with a daily written account of their routine and learning. n Children thoroughly enjoy accessing the childminder's garden for fresh air and exercise. They practise their physical skills as they learn to kick balls and throw them into hoops. Children enjoy riding on trikes and in cars. The childminder recognises that children enjoy playing outdoors. However, this time is limited.

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need to do better?

The childminder's teaching and routines are not flexible enough to support children who prefer to learn outdoors. n The childminder has appropriate support in place for children with special educational needs and/or disabilities. She uses her assessments and knowledge of children to identify any gaps in their development. The childminder knows how and when to liaise with other professionals to access additional support for children in order to meet their individual needs. n The childminder's evaluation of the overall quality of her provision and the monitoring of teaching is not always accurate. She does not identify some of the weaknesses in teaching. Consequently, the support, training and professional development that she and her assistants receive are not yet successful in raising the quality of teaching to a consistently good level. n The childminder accurately maintains and implements the required

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need to do better?

documentation. Information and records are well organised and available on request. This promotes the safe and efficient management of the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends regular training to keep her knowledge of safeguarding issues up to date. She ensures that her assistants also understand her safeguarding policy and procedures. The childminder and her assistants can identify signs that could indicate that a child is at risk of abuse. They understand the procedures to follow to share any concerns with other professionals. The childminder knows how she would manage any allegations made against herself or other adults who have contact with children. The childminder carries out effective risk assessments, which provides children with a safe and secure environment.

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Due date

improve the use of planning for all children so that they consistently receive activities and experiences that take account of their interests and stages of development to meet their individual needs 16/02/2022

p.4

Due date

ensure that the monitoring of practice is effective in providing coaching, guidance and professional development opportunities to raise the quality of teaching to a consistently good level. 16/02/2022

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should:

n review the organisation of activities and routines to better support children who prefer to learn outdoors n strengthen self-evaluation to swiftly identify and address weaknesses in the quality of education and improve outcomes for all children.

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Setting details

Unique reference number EY366212 Local authority Warwickshire Inspection number 10217847 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 12 Number of children on roll 14 Date of previous inspection 3 October 2017

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Information about this early years setting

The childminder registered in 2007 and lives in the Nuneaton area of Warwickshire. She operates all year round from 8am to 5.30pm, Monday to Friday, except for family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 that into account in their evaluation of the setting. n The childminder and the inspector had a learning walk to gather information about how the provision and curriculum are organised. n The childminder and the inspector carried out a joint observation to evaluate the impact of teaching on children's learning. n The inspector spoke to parents and took account of their views. n The inspector observed the quality of teaching, indoors and outdoors, to assess the impact of this on children's learning. n The inspector held discussions with the childminder at appropriate times and looked at relevant documentation and evidence of suitability.

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Inspection activities

19 January 2022 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

19 January 2022 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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