Johnson, Kimberley

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

There are positive relationships between the childminder and the children. For example, children seek out the childminder for hugs and cuddles when they are in need of reassurance. The childminder adapts the routine to take into consideration children's individual needs. She recognises and responds immediately to children as they show signs of tiredness and/or hunger. Children play cooperatively together as they dress up and look at themselves in the mirror. Children also explain that they like playing with the trucks and the robots at the childminder's home. Older children are very respectful and show lots of care towards younger children as they play.

p.2

The provision is good

The childminder is very patient and has a nurturing tone towards the children. Her interaction with children with special educational needs and/or disabilities needs is excellent. Children love learning about their topic 'Under the Sea'. There is a two- way conversation between the childminder and the children. The childminder uses the topic to introduce new words, such as 'coral' to the children. The childminder works well alongside other professionals who are involved in a child's life, to support the continuity in their care and/or learning. Consequently, all children make good progress in their learning from their starting points.

p.2

need to do better?

n The childminder takes steps to self-evaluate her setting. She identifies and accesses some training with an aim to improve her knowledge and support her to meet the needs of the children who attend. However, she does not focus professional development opportunities well enough to help enhance her teaching practice even further. n The curriculum covers all areas of learning. The childminder places focus on children's communication and language development. She remodels words well. Where children start to speak quickly, the childminder encourages them to slow down and think about what they want to say. The childminder gains key words for children who speak English as an additional language to help her understand their requests. She then pronounces words in their home language, followed by English, to support children's language development even further. n The childminder is passionate about providing children with lots of opportunities

p.2

need to do better?

to learn about their environment and the natural world. Children plant and look after their own fruits and vegetables. The childminder then uses the fruits they have grown to make their own food, such as jam. The childminder supports children to learn how they can live a healthy lifestyle. For example, she provides them with balanced meals which are freshly prepared. Children also get opportunities to be physically active. n The childminder gains children's starting points from parents. She then regularly

p.2

need to do better?

5 August 2022 completes her own observations and progress overviews to identify what children need to learn next. Where children attend other settings, the childminder shares key information with them to ensure a consistent approach, so they are able to better meet the needs of the children. n Parents comment extremely positively about the childminder. They comment that their children love to attend. The childminder keeps parents informed of their child's progress. She also provides lots of tips and strategies that parents can use to continue their child's learning at home. n The childminder's knowledge of how to manage children's behaviour is excellent. She uses a range of different techniques and strategies to support children in managing their emotions. Children demonstrate their understanding of the different techniques as they start saying 'breathe, count, think'. The childminder is a great role model to the children and shows them lots of respect and care.

p.2

need to do better?

Consequently, children behave well. n The childminder has a good understanding of her children. For example, she is able to interpret their sounds and gestures to meet their wishes and requests. The childminder takes steps to ensure that she meets the child-to-adult ratio requirements.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder carries out effective risk assessments to ensure that the setting is safe and secure. The setting is clean throughout. The childminder demonstrates good knowledge of food safety. For example, she recognises the different weaning stages and takes action to minimise the choking hazards of different foods. The childminder has secure knowledge of different types of abuse. She also identifies where she can get support and advice from if she is concerned about the welfare of a child. The childminder recognises the importance of monitoring children's attendance. She also shows her understanding of what she should report to Ofsted.

p.3

should:

n seek professional development opportunities to further enhance the already good teaching practice.

p.3

Setting details

Unique reference number EY556890 Local authority Warwickshire Inspection number 10190233 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Warwick. The childminder operates Monday to Friday, 7.30am until 5.30pm all year round, except for family holidays and bank holidays. The childminder holds an early years qualification at level 3.

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 childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The inspector spoke to children, to find out about their time at the setting. 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 The inspector spoke to and viewed feedback from several parents during the inspection and took account of their views.

p.4

Inspection activities

5 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.

p.4

Inspection activities

5 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.

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

p.6