Maynard, Nicola Louise

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

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The provision is good

Children make good progress in accordance with what they have already learned and remembered. The childminder builds strong bonds with the children in her care, and they develop a strong sense of emotional well-being. She observes children and assesses their stage of development. The childminder uses her assessment and what parents tell her to plan so that children are challenged effectively to reach the next stage in their learning.

p.2

The provision is good

The childminder's teaching strategies are very good in supporting children's speaking skills. They enjoy the involvement of the childminder in their play activities, and she encourages them to engage in conversation with her. The childminder gently corrects pronunciation through modelling how words should be said. Children count and use mathematical language while they play. For example, they say that containers are 'too full' when they fill them with small objects.

p.2

The provision is good

Children behave well and are gaining an understanding that some things are shared and that sometimes they must take turns. The childminder helps to boost their self-esteem through praising their efforts as well as their achievements. Children learn to manage their personal needs and understand and adopt healthy habits, such as good hygiene practices. The childminder ensures that children eat nutritious food.

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need to do better?

n The childminder strives for improvement to provide high-quality care and education. She conducts research on different education philosophies in order to improve her teaching. She is committed to improving her knowledge through training and seeking support from representatives of the local authority. Parents are meaningfully involved in the childminder's self-evaluation process. n The childminder challenges children effectively in accordance with what they already know. Every child makes as much progress as they can and develops the skills they need for their future learning in school. n Children enjoy singing and the childminder uses their interest effectively to support speaking skills. She provides a 'song tin' and inside it there are pictures that represent different songs. The childminder asks children to select a picture card and name the song they want to sing. She sings with them and ensures

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need to do better?

this is at a pace that means the children can hear the words clearly and can easily join in. n The childminder encourages children's interest in books and there are some examples of print in play areas. However, she does not fully consider ways to draw children's attention to a wide range of examples of print. n Children gain the skills that help them to successfully use tools, such as scissors,

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need to do better?

3 August 2022 and develop pencil control. They gain these skills through playing with threading toys, turning the pages in books, and managing simple tasks for themselves, such as peeling oranges and bananas. Children help to make their own lunch. They persevere until successful in spreading butter onto bread, and they choose to make their sandwich with cheese and salad. n Children explore different textures and colours. They help the childminder to make play dough. Children develop their mathematical knowledge as they weigh ingredients and create shapes in the dough. They explore their senses as they mix the ingredients and change the texture of the dough and identify how the mixture smells when they add lavender or lemon oil. Children use different coloured paint and create other colours. n The childminder encourages children to recognise and talk about their emotions. She has painted different facial expressions onto large pebbles, and she asks the

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need to do better?

children to choose the one that matches their feelings. The childminder helps the children to talk about the one they have chosen. n Some of the childminder's practice helps children to develop an understanding of diversity. However, her practice is not fully effective in helping children to learn about similarities and differences, for example regarding communities, families and traditions beyond their own. n Parents are very happy with the childminder's provision. They comment positively on the information the childminder shares about children's progress and targets so that they can support learning at home. Parents appreciate that the childminder plans in accordance with children's likes, dislikes and interests.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder protects children from harm. She is aware of the signs of abuse and neglect and knows the local referral procedures to follow if she has a concern. The childminder is aware of the duty to prevent children being drawn into situations that have the potential to cause them harm. She completes training to keep her child protection knowledge up to date. The childminder identifies and successfully minimises potential risks in her home and garden. She ensures that the premises are secure so that children cannot leave unsupervised and unwanted visitors cannot gain entry.

p.3

should:

n build on current practice for promoting children's understanding of similarities and differences in society and between themselves and others n extend children's learning about print carrying meaning and having different functions.

p.3

Setting details

Unique reference number EY563619 Local authority Coventry Inspection number 10191295 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 Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in Coventry. The childminder operates Monday to Thursday from 8am to 5pm all year round, except for bank holidays and family holidays.

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 around the premises and discussed she ensures they are safe and suitable. They discussed the childminder's 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 The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of parents' views.

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Inspection activities

3 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

3 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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