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 Met

p.1

The provision is good

Children get excited when they arrive. They settle well with the childminder and have a secure relationship with her. Children giggle with delight when they play together and share the pictures they have made. They help each other to find different animals hidden in the bricks. Children learn about the world around them when they visit a local butterfly farm, such as what butterflies eat and their life cycle. They find out about how things grow when they plant their sunflower seeds. Children take them home to continue to watch them grow and parents share their progress with the childminder about whose has grown the tallest. Children explore a range of activities that build on their physical skills, such as climbing up the slide or riding tricycles.

p.2

The provision is good

Children learn about other cultures and celebrate different festivals. The childminder makes food with the children, which teaches them about the different food people may eat. For example, children learn about Chinese food and make spring rolls together. Children learn about being part of a wider community, and visit local parks and landmarks.

p.2

The provision is good

Children develop and understanding of their emotions. For example, the childminder uses stories to extend their knowledge of feelings, to help build better understanding.

p.2

need to do better?

n The childminder has a good understanding of what she wants children to learn. For example, children who are preparing to use writing tools, build up the muscle strength in their hands. This includes using their fine-motor skills to peel paper off stickers. Children make good progress from their starting points. The childminder shares updates of children's assessments with parents to keep them informed of the current next steps that they are working on. However, she does not identify all opportunities to help parents to support their children's continued learning at home. n Children know the routines well. They excitedly tell the childminder what is happening next as they get ready for their lunch. Children show a 'can-do' attitude as they pump the soap dispenser on their hands and rub them together to make bubbles. They develop an understanding of good hygiene routines and talk about why they need to wash their hands before they eat.

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need to do better?

n Children develop their language and communication through a range of experiences, such as reading stories and during discussions of activities. Children sit with the childminder to read familiar stories together. They benefit from the range of new vocabulary that the childminder introduces them to. As a result, children use a good range of words. The skilled childminder has a good

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need to do better?

26 July 2022 understanding of how long children are able to sit before they lose focus. This helps to ensure that children gain the most out of the stories being read. n Children try things for themselves. For example, they concentrate as they successfully pour water from their lidded cup into an open cup. The childminder has a good understanding of what the children need to learn to prepare them as they become more independent. She talks positively to children at mealtimes to encourage them to try new foods. n Children behave well. They listen to clear instructions given by the childminder about what is happening next. The childminder provides activities that help children with self-care routines. For example, children who are learning to fasten poppers, use a range of different fastenings to build on their skills even further. n The childminder promotes healthy eating with the children and provides a varied

p.2

need to do better?

menu. She recognises the importance of teaching children about healthy foods. Children enjoy growing strawberries and learning about where food comes from. n The childminder completes training courses that build on her knowledge of paediatric first aid and safeguarding. This ensures that she keeps her understanding updated. However, she does not place as much focus on her wider professional development to raise the quality of teaching even further, so that children consistently receive high-quality learning experiences.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of how to keep children safe from harm. She knows the procedure to report any allegations made against a household member and any concerns in relation to children's safety and welfare. The childminder ensures the home is risk assessed daily to keep the areas safe and secure for children to play. She reminds children about how to keep themselves safe from harm when they are out on a walk with the childminder. For example, when children are walking to the park, they are reminded to walk slowly and not run, to keep them safe near the roads.

p.3

should:

n focus professional development and training to continue to develop knowledge even further to raise the quality of teaching to the highest level n enhance the already good parent partnerships to consistently help parents to support their child's development and learning at home.

p.3

Setting details

Unique reference number EY474883 Local authority Warwickshire Inspection number 10219806 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 3 Date of previous inspection 9 August 2016

p.4

Information about this early years setting

The childminder registered in 2014. She lives in Radford Semele, Warwickshire. She offers care to children from 8am to 5.30pm, all year round, except bank holiday and family holidays. The childminder holds a relevant early years qualification at level 6.

p.4

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 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 and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The inspector and the childminder carried out a joint observation and discussed how this been implemented and the impact that this has on children's learning. n The inspector took account of parents' views from feedback shared. n The childminder provided the inspector with a sample of key documentation on

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

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