Stevens, Vanessa

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 are happy and settled in the care of the warm and friendly childminder. They have access to a lovely and inviting purpose-built wooden cabin in the garden that they can play and learn in. They explore an extensive range of toys and resources suited to their age and stage of development. Children experience a good balance of planned activities and child-initiated play to extend their learning. As a result, children make good progress from their individual starting points.

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The provision is good

Children quickly learn about the rules and routines of the setting and their behaviour is good. They are kind to each other, take turns and share the resources. Children are confident to ask questions, have a go and persist when they encounter difficulties. They enjoy the responsibility of carrying out small tasks that help to assist the childminder, such as helping to serve fruit at snack time. Children receive lots of praise and encouragement from the attentive childminder. For example, she tells them 'Thank you for being so helpful', which helps to boost children's self-esteem and self-confidence.

p.2

The provision is good

Children take part in regular outings in the local community. For example, they play at the local park and woodland area where they practise their large physical skills. They enjoy helping to plant and harvest vegetables and learn where food comes from as well as learning about living things and habitats when pond dipping. This helps to enrich children's learning and develop an understanding of the natural environment and the world around them. Children learn about differences and diversity through resources, carefully planned activities and conversations about their families.

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need to do better?

n The childminder is passionate and dedicated to her role. She plans a broad and balanced curriculum based on children's interests, topics and next steps in learning. The childminder works with an assistant every day. n The childminder reflects on her practice and the experiences she provides for children, to ensure they have the knowledge and skills they need and are prepared for their eventual move to school. n Parent partnerships are positive. The childminder gathers key information about children's care routines, interests and abilities before they start, which she uses to help each child settle in her care. She communicates daily with parents, both verbally and via an online learning journey. The childminder also obtains parents' feedback, which shows that they are positive about the childminder and the progress their children make. n On the whole, the childminder interacts well with the children and supports their

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need to do better?

communication and language well. She engages children in conversations and

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need to do better?

6 September 2022 asks questions to encourage critical thinking. However, on occasion, the childminder does not give children the time to think and respond to questions before providing an answer. n The childminder uses circle time to help children to develop their social skills and learn to speak confidently. For example, children learn the days of the week and think about the day's weather. Children enthusiastically look out of the window and exclaim 'it has been raining' and 'the clouds are grey'. n The childminder introduces children to a combination of letter names and phonic sounds, which helps to further enhance their understanding of language. She plans sequential learning activities to support children to strengthen the small muscles in their hands and gain coordination needed for early writing when the time comes. For example, children show good levels of concentration and dexterity as they use their fingers to thread plastic nuts and bolts.

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need to do better?

n Children have access to a wide variety of books and stories. The childminder reads books with enthusiasm. She asks children questions to help them recall their prior knowledge, such as in relation to colours and shapes. The childminder skilfully weaves additional learning as children play, such as positional language, numbers and counting. n Children have a good attitude to learning and enjoy using their imagination. They creatively pretend to sell gardening gloves and packets of carrot seeds in the role-play garden centre and become immersed in their play. However, on occasion, the childminder interrupts their play and enjoyment to follow her daily routines. She tells the children they can play in the role play later in the day. This means that, sometimes, children are not able to make the most of their learning opportunities. n The childminder has established good links with teachers at the local school and

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need to do better?

other professionals. She effectively shares information to support continuity in children's learning and care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a firm understanding of her responsibility to safeguard children. She is aware of the possible signs and symptoms that may indicate a child is at risk of harm. The childminder is confident in the process to follow to raise concerns regarding children's welfare to other agencies. The childminder and her assistant complete regular safeguarding training to keep their knowledge as up to date as possible. The childminder carries out daily checks, both indoors and outdoors, to ensure that they are free from hazards. The childminder and her assistant hold paediatric first-aid certificates to ensure the safety of the children in their care.

p.3

should:

6 September 2022 n provide children with more time to think and respond to questions to strengthen their communication and language skills even further n allow more flexibility to the daily routines, so that children can follow their interests more freely and benefit from deep and uninterrupted play, to make the most of their learning opportunities.

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Setting details

Unique reference number EY547073 Local authority Walsall Inspection number 10105905 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 9 Number of children on roll 12 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2017. She lives in Willenhall, Walsall. The childminder operates all year round from 7.30am to 5.30pm, Monday to Thursday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.5

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 and the inspector held a learning discussion together to understand how the curriculum is organised. n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector looked at written feedback from parents during the inspection and took into account their views and feedback. n The inspector reviewed a sample of the provider's documentation, including Disclosure and Barring Service checks and the provider's first-aid certificate.

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Inspection activities

6 September 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

6 September 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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