Jones, Kylie

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 enjoy their time at the setting. The childminder uses what she knows about children to plan a range of activities based on their interests. Children have fun using their imagination. For example, they happily make food, such as burgers and sausages, for the childminder to eat. Children also enjoy sorting different animals into their family groups as they eagerly look for the baby lions and place them next to their 'mommies' and 'daddies'. Children communicate well. For example, they tell the childminder to eat her ice cream and then they comment that it is 'melting'.

p.2

The provision is good

The childminder offers tailored settling-in sessions to meet the needs of individual children. This works well and supports children to build a strong bond with her over time. Children have fun as they pretend to be doctors. They inform the childminder that her arm is hurting and she needs medicine. The childminder has good knowledge of the children who attend. She works well alongside parents, asking them to speak to their health visitor where there are emerging concerns in a child's development. This ensures that children are given the right support they need at the earliest opportunity. Consequently, children make good progress in their learning from their starting points.

p.2

need to do better?

n The childminder demonstrates knowledge of how she supports children to develop the skills they need to be 'school ready'. However, there is scope to improve transition processes and partnership working with other settings. For example, the childminder does not share key information with new settings as children prepare to leave her setting to start school. This does not effectively support children's well-being or promote continuity in their care and/or learning. n The curriculum covers all areas of learning. The childminder observes children and plans activities based on their interests. However, she does not always plan activities that will extend and deepen children's prior learning and build on their next steps. n The childminder supports children's communication and language development well. For example, she reads stories and sings songs to the children. At times, she also remodels their pronunciation of words. However, there are occasions

p.2

need to do better?

where she does not support children to solve problems for themselves. For example, as she asks the children questions, she does not give them the space or time they need to think before she offers a solution. n The childminder collects children's starting points from parents. She also completes her own observations and assessments to identify what children already know and can do. She uses this information to determine what children need to learn next.

p.2

need to do better?

26 July 2022 n Parents comment highly about the setting. They state that their child loves to attend. The childminder finds out about children's dietary requirements and care routines from parents when their child first starts. She also keeps parents informed of their child's learning and gives them strategies for how they can continue their child's learning at home. This contributes to the progress children make in their learning from their starting points. n The childminder demonstrates good knowledge of how to support children to live healthy lifestyles. She offers children a well-balanced diet which consists of lots of fruit and vegetables. Children are also given lots of opportunities to get physically active in the garden and on some play equipment. The childminder follows children's individual needs throughout the day. For example, she recognises and responds to children where they show signs of tiredness and/or

p.2

need to do better?

hunger. n The childminder celebrates a range of festivals throughout the year with the children. She has discussions with them and encourages them to ask questions about each other. This supports children to learn about their similarities and differences and teaches them how to respect and care for others.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder's knowledge of safeguarding is good. She recognises the different signs and symptoms of abuse. This includes female genital mutilation, county lines and the 'Prevent' duty. The childminder seeks explanations from parents if their child comes in with any pre-existing injuries. She recognises that she can seek advice from the safeguarding teams if she is unsure of the action to take. The childminder also recognises that she can call the police if a child is at immediate risk of harm. She demonstrates sound knowledge of events that are notifiable to Ofsted, including where allegations are raised against herself.

p.3

should:

n develop partnerships with other settings children move on to, to support their well-being and promote continuity in their care and/or learning n refine the curriculum and the use of planning to provide children with activities that challenge and extend their prior learning and build on their next steps n allow children time to solve problems for themselves, to support their critical thinking skills even more.

p.3

Setting details

Unique reference number EY562685 Local authority Coventry Inspection number 10191502 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 Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Coventry. She operates all year round from 6.45am to 5.30pm, Monday to Friday, except for bank holidays, Christmas holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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 they ensure it is safe and suitable. n The childminder spoke to the inspector about their 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 Parents shared their views of the setting with the inspector.

p.4

Inspection activities

26 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

26 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

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

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