Kaillee Barnes

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 make good progress in accordance with what they already know and can do. They develop a strong sense of emotional well-being in the childminder's care. The childminder gathers valuable information from parents on their child's care needs, what they have already learnt, and their interests. The childminder cares for every child as an individual and meets their care and learning needs extremely well. She observes children, assesses their stages of development, and uses her assessment and what parents tell her to plan effectively for each child's future learning.

p.2

The provision is good

Children's language skills are developing extremely well. They enjoy the involvement of the childminder in their play activities, and she encourages them to engage in conversation with her. The childminder continually adapts her teaching strategies while she supports children's play. She consistently praises children's efforts and achievements, which helps to boost their self-esteem.

p.2

The provision is good

Children behave well, with some young children gaining an understanding that some things are shared, while sometimes they must take turns. Children learn to manage their personal needs and understand and adopt healthy habits, such as good hygiene practices. The childminder provides healthy meals and snacks. She ensures that children's dietary needs are met, and that they do not have access to food that would do them harm.

p.2

need to do better?

n The childminder challenges children effectively so that they reach the next stage in their learning and develop the skills needed for their future learning in school. n The childminder's effective teaching results in children developing very good speaking skills. Very young children are building a vocabulary of single words. The childminder models clear pronunciation. She asks children open-ended questions and gives children plenty of time to think and put their thoughts into words. Children enjoy looking at books, and the childminder encourages them to talk with her about their favourite stories. n Children play with water. They use small containers to scoop the water and then pour into a larger container. The childminder encourages the children to count with her. They count four scoops, and then she asks what number comes next. The young children taking part in the activity know that five is the next number.

p.2

need to do better?

They use mathematical language, such as 'more', 'full' and 'empty'. n The childminder offers good support so that children who speak English as an additional language make good progress. She learns words in the child's home language, uses signing, and provides a visual timetable while helping the child to obtain speaking skills in English. The childminder has experience of working with

p.2

need to do better?

18 July 2022 parents and other professionals to meet the needs of children with special educational needs and/or disabilities. n Children play with dough. They squeeze the dough and use rolling pins to flatten it. They splash in the water tray. However, the childminder does not fully support children's sensory exploration with different play materials. n Children learn about the natural world. They visit country parks and an allotment where they help to plant, grow and harvest pumpkins, tomatoes, rhubarb, lettuce and raspberries. Children gain physical skills at parks and soft-play centres, and learn about people who help us. This learning has recently been supported with a visit to a fire station. n Children develop good handling skills. The childminder encourages young children to join in with activities that involve large movements, such as waving ribbons in the air while moving to music, and creating large shapes on paper.

p.2

need to do better?

She identifies that this helps them to move on to developing good small-muscle control. Young children play with toys that help them to develop a strong thumb and two-finger grip. For example, a jigsaw puzzle with different fasteners includes a bolt, chain, flip fastener, and hook and eye. Older children's pencil control is good. They label their drawings with their names. n The childminder offers good support so that children complete their chosen tasks. If children say, 'I can't', she models, encourages and offers suggestions so that they are able to succeed. n Parents are happy with their children's progress. One parent comments on the childminder's 'warmth, energy and enthusiasm', with another reporting that 'his confidence and vocabulary has grown so much.' Another parent comments on the 'many different activities which all provide an experience for learning.' One final parent says that their child 'has grown in confidence and loves playing with

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. She completes training to keep her child protection knowledge up to date. The childminder identifies and successfully minimises potential risks in her home and garden. She ensures that the premises are secure so that children cannot leave unsupervised and unwanted visitors cannot gain entry.

p.3

should:

n build on the current resources that support children's investigative play and sensory exploration.

p.3

Setting details

Unique reference number EY556072 Local authority Warwickshire Inspection number 10174707 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 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Rugby. She operates term time, 8am to 5pm, Monday to Friday. The childminder holds an early years qualification at level 3.

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 childminder showed the inspector the premises and discussed how she ensures it is safe and suitable. 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, 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 household members. n The inspector took account of parents' views.

p.4

Inspection activities

18 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.

p.4

Inspection activities

18 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.

p.5

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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