Childminder, Out-of school day care in Dudley

This provision meets requirements

The childminder creates a safe space for all children to build friendships and settle well. Older children say they like to help younger children with their activities. Children are extremely kind. They listen well to each other as they partake in group activities to discuss their experiences at school. Children have time to talk. They engage in a two-way conversation with confidence. When children disclose subjects they find hard, the childminder reassures them. She offers her assistance and time to help them practise difficult skills. Relationships are respectful.

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This provision meets requirements

Children benefit from planned activities, which are suitable for their age. Activities encourage good habits, such as recycling, 'Save the planet' topics and healthy eating. The childminder encourages children to enter competitions. For example, they make a poster for an art event which places emphasis on 'There is no planet B'. Children access a variety of media, including books and magazines to explore and ignite interests. The childminder subscribes to magazines to support children's comprehension of subjects taught at school.

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This provision meets requirements

Children spend their time indoors and outdoors. They are keen to show off skills which they have obtained through external activities, such as karate. They receive lots of encouragement and praise from the childminder for their efforts and confidence. Children engage in healthy competition among peers. They say, 'They need to try hard to win.' However, children reiterate 'Team games are about having fun'.

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need to do better?

n The childminder's approach is extremely child centred. She has a clear intent for what she wants children to experience while in her care. The childminder has converted her home to give children their own play space. As a result, children have a wealth of resources always available to them. She is constantly evaluating her service and the impact it has on children's experiences. n The childminder demonstrates an excellent partnership with the local school staff. She evaluates younger children's school reports to understand what they are learning and what they need to learn next. The childminder plans activities tailored to children's next steps. This helps children to make progress in their schoolwork. The childminder builds her own assessments of children. This means she is confident to support children's academic achievements in addition to what they are learning at school. The childminder goes above and beyond to

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need to do better?

meet the needs of all children in her care. n Children are very independent. Without assistance they wash their hands before they eat their snack. After snack, if children need to, they wash their face with

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need to do better?

5 July 2022 their own colour-coded face cloth. This promotes good hygiene habits. Each child benefits from their own 'self-help bowl'. The bowl is full of useful equipment children may need during the session. This ensures children can access the things they need without asking for assistance. For example, children have their own toothbrush, stationery, and tissues. n Children's well-being is of high importance to the childminder. Therefore, children partake in a well-planned routine to ensure they receive a healthy balanced diet, daily exercise, and opportunities to rest. During the COVID-19 pandemic, the childminder qualified as a yoga teacher as a strategy to enhance children's mental health and well-being. The childminder encourages children to partake in a morning yoga session, where they explore mindfulness and meditation. n The childminder recognises children's efforts and successes. She takes their

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need to do better?

picture and displays their achievements on the wall for all peers and parents to see. This incentive encourages children's good behaviours and installs self- worth. Children develop a real sense of belonging within a caring family unit. n The childminder values parents as equal partners. She ensures their views are accounted for. For example, she joined the 'Parent Council' at the local school as the voice of the children and their parents. The childminder creates questionnaires to collect the views of those who use her setting and encourages daily conversations. Children are confident to communicate their wishes and feelings. For example, they say, 'I like coming after school because I can paint.' The childminder evaluates all service user's feedback. This helps to improve children's outcomes at school and the experiences the childminder offers them during wraparound care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes purposeful training to ensure she is equipped to monitor health and safety procedures in the home. She evaluates risks to ensure children are safe. The childminder has extensive knowledge of child protection and safeguarding issues. She reads government documents to enhance knowledge of the 'Prevent' duty. The childminder works effectively with the local authority staff to understand community dangers, including online safety. She has a secure understanding of the different types of abuse and key indicators for concern. Policies and procedures are thorough. They highlight to parents the correct procedures to follow should there be a concern about a child's welfare.

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Setting details

Unique reference number EY478357 Local authority Dudley Inspection number 10116237 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 10 Date of previous inspection 1 June 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Dudley. She looks after school aged children before and after school during school term times. The childminder operates her provision from 7.30am until 8.45am and 3.30pm until 5.30pm. She holds an appropriate early years qualification at level 3.

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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 and has taken that into account in their evaluation. n The childminder and the inspector completed a tour of the premises. n The inspector observed the interactions between the childminder and children throughout the after-school session and evaluated the impact on children's experiences. n The inspector held discussions with the childminder and children at appropriate times during the inspection. The views of parents were considered by the inspector, through verbal discussions and questionnaires. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household.

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Inspection activities

5 July 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

5 July 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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