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 Good

p.1

The provision is good

Children form good relationships with the childminder and enjoy engaging with the activities on offer. They spend part of their morning investigating the wooden toys. They pretend to stir make-believe food and excitedly share their creations with the childminder. The childminder engages with children enthusiastically about their play creations and introduces new vocabulary.

p.2

The provision is good

Children receive gentle reminders to help them understand the effect their behaviour can have on others. They are well behaved and show kind and patient behaviour towards the younger children. The childminder is a good role model. Consequently, children are learning to share, take turns and build friendships. Children go to playgroups and parks and the childminder provides children with opportunities to be part of a larger social group. She meets regularly with other local childminders and their children, and together they do outdoor activities.

p.2

The provision is good

Children have a go at managing their personal care needs, such as handwashing and attempting to put their shoes on. The childminder works effectively with other professionals, which particularly supports children with special educational needs and/or disabilities. She works very closely with parents to ensure the children are well supported at home with their learning and development.

p.2

need to do better?

n The childminder provides children with opportunities to learn about the diverse world in which they live. As a result, children learn about their own culture and identity and the differences and similarities between themselves and others. n The childminder makes generally good use of training to continue to extend her skills and knowledge and improve the quality of her practice. However, she has not yet precisely focused her professional development on furthering her knowledge of delivering the early years foundation stage to all age groups. n Children who are transitioning to other settings are very well supported by the childminder. Their emotional well-being is a priority for the childminder, who actively helps ease the transition. As a result, children settle with ease and confidence into their new settings. n The childminder helps children form good relationships. Children of different ages are encouraged to play and learn together. This creates a homely

p.2

need to do better?

atmosphere, which parents say they value. n The childminder works well with outside agencies. For example, during an initial speech and language meeting, the childminder used innovative approaches to support the process of assessment. Consequently, children's speech and language is well supported and progressing rapidly. n The childminder is animated and enthusiastic about what children say. She

p.2

need to do better?

21 July 2022 praises them when they achieve what they set out to do. This builds children's self esteem. n The childminder's home is well resourced. Resources are rotated to support children's interests. For example during an experiment with ice, children investigate the concepts of melting and freezing and the effects of warm water on ice. However, there are times when children are not consistently offered the time that they need to explore and problem solve independently. This does not fully support the development of their critical thinking skills. n Children help prepare the snack. They know to keep themselves safe as they use knives to prepare the melon and strawberries with the childminder's support. The childminder successfully uses mealtimes as an opportunity to develop children's understanding of oral health. However, there are times that the childminder does not recognise opportunities across all areas of learning for

p.2

need to do better?

children to develop their independence further. n Children are physically active in their play, developing their motor skills by jumping in and out of hoops. They show good control and coordination in both large and small movements by throwing and catching bean bags. As a result, children's physical control and agility is progressing well.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her responsibility to keep children safe. She follows effective procedures to minimise risk in her home and on outings. The childminder has a good understanding of the indicators that might suggest a child is at risk of harm. She knows the procedures to follow to report and act on any concerns that she may have. The childminder has robust systems in place to monitor children's welfare.

p.3

should:

n provide more opportunities for children to have a go and do more things for themselves to further enhance their independence skills n strengthen teaching by providing more support for children to problem solve and develop their thinking skills even further n strengthen professional development to enhance knowledge of how to support different age groups and help all children make the best possible progress.

p.3

Setting details

Unique reference number EY412130 Local authority Warwickshire Inspection number 10231792 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 5 Date of previous inspection 21 September 2016

p.4

Information about this early years setting

The childminder registered in 2010. She lives in Rugby, Warwickshire. The provision operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant.

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 talked to the inspector about the curriculum and what she wanted the children to learn. n The inspector talked to the children at appropriate times during the inspection and took account of their views. n The childminder and the inspector assessed the quality of education both indoors and outdoors and the impact that this was having on children's learning. n Parents shared their views with the inspector.

p.4

Inspection activities

21 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

21 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6