Childminder in Worcestershire

Overall effectiveness Good

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

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The provision is good

Children demonstrate that they feel happy and secure in the childminder's care. The childminder is warm, caring and nurturing towards children. Babies and toddlers are content and show delight when the childminder interacts with them. Children develop good physical skills. They enjoy regular visits to local parks and learn to take safe risks, such as when using large wooden climbing and balancing apparatus. The childminder has high expectations for all children and promotes their speech and language well. She is a lively and animated storyteller and captures children's interest while she reads their favourite books. Children cuddle up to the childminder and listen to stories with interest. They confidently demonstrate their singing voices and join in with action rhymes. Children behave well. Young children are learning to take turns with resources and beginning to enjoy being with other children of a similar age. Children make good progress in

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The provision is good

The childminder recognises the impact of the COVID-19 pandemic on children, in relation to their personal and social skills. For instance, she adopts a flexible and sensitive approach when settling in babies. When children did not attend her setting, she met up with them and their parents outdoors to maintain the strong relationships.

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need to do better?

n The childminder gathers detailed information about children's existing skills and abilities when they first start at her setting. She uses this information with her own observations of children to plan her curriculum. The childminder shares information with parents about their children's learning and development through daily verbal communications and digital messaging. n The childminder uses her knowledge of each child to plan experiences that support their learning and progress. She involves children in making choices about activities and resources they wish to use. Overall, children choose resources independently throughout the day. However, on occasion, the childminder does not encourage toddlers to put resources away before finding more. This limits the available space and opportunities for children to take responsibility. n The location of the childminder's home helps children to develop a wealth of

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need to do better?

knowledge and language about the natural world around them. For example, they regularly visit the nearby countryside, woodlands and castles. The childminder uses her own garden to plant and grow vegetables and sunflowers with the children. She provides opportunities for children to learn about living things and life cycles. For instance, children build a habitat for their tadpoles and watch while they develop into frogs.

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need to do better?

11 March 2022 n Children gain a good understanding of mathematical concepts. For instance, they hear numbers in conversations, nursery rhymes and songs. This helps children to develop a positive attitude towards, and an interest, in numbers. Children are developing a wide range of physical skills that will be very useful for later writing. For example, they carefully connect jigsaw pieces and stack building blocks. n The childminder supports children's language and communication skills well. For example, she visits the library each week with children, and sits with them every day reading age-appropriate stories. As a result, children become confident communicators. However, the childminder does not always enable young children to access and choose books independently, to help further promote their literacy development. n Children build secure attachments with the childminder, which supports their emotional well-being. They show delight in playing with and alongside her and

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need to do better?

their peers. The childminder models good social skills. For example, before children rush to finish other children's puzzles, she supports them to consider that the children may wish to work the puzzle out for themselves. n Parents speak very highly of the childminder and state that their children have made good progress in their development. The childminder seeks feedback from parents to inform her practice. Parents appreciate the regular messages that the childminder sends them about their children's day and learning. n The childminder is self-reflective and identifies ways to improve further. She completes regular training to keep her knowledge and practice up to date. This helps her to keep abreast with current developments in care and education.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps children safe and promotes their welfare. She regularly updates her safeguarding training. The childminder has a good understanding of the procedures to follow should she have any safeguarding concerns. She recognises the possible signs and symptoms of abuse or neglect, and of radical and extreme views and behaviours. The childminder is fully aware of the importance of constantly supervising children and being vigilant to ensure that she always maintains their safety and welfare.

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should:

n support children to take responsibility for tidying the play area to provide more space for the next activity n improve the organisation of books so that young children can access books more freely, to further support their enjoyment and interest in books and storytelling.

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Setting details

Unique reference number EY496673 Local authority Worcestershire Inspection number 10229889 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 10 Date of previous inspection 16 April 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Stourport-on-Severn, Worcestershire. She operates all year round, from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in her evaluation of the provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intention for children's learning. n The inspector carried out a joint observation of a communication and language activity with the childminder. n The inspector reviewed written feedback from parents to consider their views on the service they receive. n The inspector looked at relevant documents.

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Inspection activities

11 March 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

11 March 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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