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

p.1

The provision is good

The childminder builds solid bonds with the children in her care, and they develop a strong sense of emotional well-being. A settling-in procedure, agreed with parents, helps children to feel emotionally secure from the onset of their care. Children confidently make decisions about their play. They behave well and play cooperatively. Children join together in imaginary play situations and decide who they want to pretend to be.

p.2

The provision is good

Children make good progress across the seven areas of learning in accordance with what they already know and can do. The childminder observes children and assesses their stage of development. She uses her assessment and what parents tell her to plan so that children are challenged effectively to reach the next stage in their learning.

p.2

The provision is good

Children are cared for in a safe, welcoming and stimulating play environment. Their good health is addressed well by the childminder. For example, she provides nutritious snacks and meals. Children are physically active every day in the childminder's garden. They understand safety rules for playing on the trampoline, such as making sure that the zip on the safety netting is fastened once they have climbed on. The childminder provides a variety of toys and activities that effectively challenge children to develop good handling skills.

p.2

need to do better?

n The childminder challenges children successfully to reach the next stages in their learning in readiness for the eventual move on to pre-school and school. n The childminder demonstrates a clear commitment to improving her knowledge and skills. Since registration, she has completed a variety of training courses, and membership of an association for early years workers helps her to keep her early years knowledge up to date. n The childminder engages parents in their children's development and learning in the setting and at home. She keeps parents well informed about their children's progress and encourages parents to share information about achievements that they have observed. Parents are very happy with the provision. They say that children thrive in the childminder's care and comment on how much their children learn. n Children are sociable and speak confidently with the childminder and each other.

p.2

need to do better?

The childminder generally supports children's language development well. However, she does not consistently adopt effective teaching strategies to support children who find some words difficult to pronounce. At times, young children are not given time to think and then respond when the childminder talks with them.

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need to do better?

22 June 2022 n Children practise their good handling skills as part of daily routines. For example, they use tools while helping to make pizzas for lunch. Children comment on the base of the pizza not being round and say, 'It's a rectangle.' They use spoons to scoop and knives to spread tomato puree onto their pizza bases. Children then use their fingertips to successfully sprinkle cheese on top. n Children make good progress in their literacy development. Older children recognise their names in print and learn the link between sounds and letters. The childminder encourages children to write for different purposes, such as writing shopping lists as part of their role play. n Children enjoy listening to stories, and they ask the childminder to read their favourite ones. She reads with good intonation and older children keenly join in with repeated refrains. The childminder involves the youngest children by asking

p.2

need to do better?

questions about what they can see in the pictures. n Children gain knowledge of the natural world. They enjoy local nature walks and use magnifying glasses while looking for bugs. They visit a local farm and laugh when they recall a trip to a country park where they met some goats. n Children use past experiences in their role play. They pretend that a straw hat is a nest, and a child sits on it and says that they are hatching eggs. Another child pretends to be fetching food for the 'babies'. n The childminder supports children's mathematical learning. She asks children to name colours while they play, and, while playing in water, she talks with children about 'more' water and 'full' and 'empty' containers. The childminder asks children to make decisions about which lids fit onto different containers.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder protects children from harm. She is aware of the signs of abuse and neglect and knows the local referral procedures to follow if she has a concern. The childminder completes training to keep her child protection knowledge up to date and she identifies and successfully minimises potential risks in her home and garden. The childminder ensures that the premises are secure so that children cannot leave unsupervised and unwanted visitors cannot gain entry.

p.3

should:

n give children more time to think and put their thoughts into words when talking with them n build on the current teaching practice for supporting children who find some words difficult to pronounce.

p.3

Setting details

Unique reference number 2501016 Local authority Warwickshire Inspection number 10191631 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 2019 and lives in Nuneaton. She operates all year round, except for bank holidays and family holidays, on Monday and from Wednesday to Friday, 7.30am to 6pm.

p.4

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 their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector looked at relevant documentation and reviewed evidence of the suitability of adults living on the premises. n The inspector took account of parents' views about the provision.

p.4

Inspection activities

22 June 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

22 June 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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