Brown, Joanne Marie

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children develop secure attachments with the childminder. They are happy and comfortable in the home-from-home environment she provides for them. During the COVID-19 pandemic, children benefitted from regular online visual contact with the childminder, the co-childminder and their friends. This helped them to keep in touch and to settle back in well on their return to the setting.

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The provision requires improvement

On the whole, children behave well. They respond positively to praise and they take pride in their achievements. They enjoy opportunities to play with their peers. They say that they particularly enjoy 'playing in the sand'. Overall, children concentrate during their activities for appropriate periods of time. They listen and respond during singing and rhyme time, which is building their confidence and their developing language.

p.2

The provision requires improvement

Despite their generally positive attitudes to learning and enjoyment of activities, children do not benefit from consistently clear expectations or an ambitious, broad and age-appropriate curriculum. As a result, they do not develop sufficient skills and knowledge for their future learning.

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need to do better?

n The childminder aims for children to be well prepared for their eventual move to school. However, she plans a narrow curriculum that is not always appropriate for the age and stage of development of the children. For example, the focus of many activities is mathematics and literacy. This is too challenging for younger children and means that they do not have access to a broad and balanced curriculum. n The childminder wants children to be happy and have fun attending. Sometimes the quality of children's learning, however, is compromised, as she does not always recognise how she can plan activities that focus on the skills and knowledge that children need to learn next. This is not helping children to make the best possible progress. n At times, during activities, the childminder's interactions do not help children to understand what is being expected of them. For instance, the childminder often contradicts instructions given by her co-childminder and does not ensure

p.2

need to do better?

children follow her own requests and instructions. This leads to some children becoming confused or disengaged in their learning. n The childminder's assistant helps children to learn how to manage their own self-care. For example, she gives clear instructions to help children learn how to wash the different parts of their hands and fingers. This helps children to learn skills, which they can then go on to practise at other times. n The childminder helps children to find out about people and communities other

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need to do better?

9 August 2022 than their own. For example, by using a range of resources, such as books, she helps children to begin to appreciate the similarities and differences between themselves and others. n The childminder works in partnership with parents well. For instance, she finds out about children's individual needs and ensures that she adapts the environment to enable them to fully participate in activities. This helps children with additional needs to be fully involved in the setting. n The childminder has taken steps to ensure her own knowledge is up to date. For example, she regularly accesses local authority updates and attends mandatory training. The childminder is receptive to new ideas, such as those introduced by her recently appointed assistant, in relation to teaching all children, including the youngest, how to brush their teeth. n The childminder recognises when the youngest children are ready to progress in

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need to do better?

their physical development. For example, when they begin to learn to walk. However, she does not ensure that all adults in the setting support this consistently. For example, on several occasions, younger children are picked up and transported to different areas of the setting. This is not the best use of opportunities to help children practise the skills of walking.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a secure understanding of their responsibilities to keep children safe. They are familiar with local safeguarding partnership procedures and know what to do in the event of a concern or an allegation. The childminder has taken steps to ensure her recently recruited assistant is suitable, such as by finding out about her work history and seeking references. The childminder ensures that her home is safe and ready for children each day, such as by regular checking and cleaning of areas used by children.

p.3

Due date

improve planning to ensure that the curriculum covers all areas of learning and is appropriate to the age and stage of development of the children attending 10/10/2022

p.3

Due date

ensure that the curriculum is ambitious, well sequenced and focusses on the knowledge and skills children need to learn next. 10/10/2022

p.3

should:

n review interactions with children during activities to ensure that children receive consistent messages about what is expected of them n strengthen support to others who work in the setting to help them understand how to implement curriculum intentions for the youngest children more successfully.

p.4

Setting details

Unique reference number EY399292 Local authority Warwickshire Inspection number 10248430 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 12 Number of children on roll 6 Date of previous inspection 25 April 2017

p.5

Information about this early years setting

The childminder registered in 2009 and lives in Nuneaton, Warwickshire. She works with an assistant, who holds a relevant childcare qualification at level 3, and a co- childminder. The childminder operates all year round, from 7.15am to 5pm, Monday to Friday. The childminder accepts funding for the free provision of education for children aged two, three and four years.

p.5

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 inspector spoke to the childminder, her co-childminder, her assistant and the children at appropriate times during the inspection. n The inspector took account of the written views of parents. n The inspector spoke to children during the inspection. n The inspector observed and evaluated an activity with the childminder. n The childminder talked to the inspector about children's activities.

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Inspection activities

9 August 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

9 August 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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