Childminder in Worcestershire

Overall effectiveness Good

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

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The provision is good

Children enjoy the time they spend in this homely and welcoming setting. They form secure relationships with the nurturing childminder and other members of her family. Children benefit from a broad curriculum. They access a wide range of interesting resources that promote their motivation to learn. Young children are eager to explore real-life objects. They look at a wooden jewellery box and work out the best way to open it. The childminder gives children clear explanations. Young children remember that they need to put the flower in a straight position before they can successfully open the box.

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The provision is good

Children behave well. They build friendships with their peers and are kind and considerate to one another. For example, when outside, children wait for their friend to steady their balance before starting to bounce on the trampoline. Children have plenty of opportunities to be physically active. They display strength and stamina as they play on ride-on toys in the childminder's garden. Children excitedly race with their friends along the patio. They skilfully manoeuvre under a bridge that the childminder creates with her leg. Children display pride in their achievements as the childminder praises their efforts. This supports children's confidence and self-esteem.

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need to do better?

n The childminder plans her curriculum around children's interests and what they need to learn next. She sets up resources and adapts her interactions to support children to make good progress in their learning and development. Although children are starting to use mathematical language, the childminder does not consistently support them to practise their counting skills or use numbers as they play. This would further extend their mathematical knowledge. n The childminder works in partnership with other settings to promote a smooth transition as children move on to nursery and school. She displays a poster in the playroom with photos of the children's new teacher and classroom. Children have opportunities to discuss their move to school and proudly tell visitors the name of their new teacher. n Partnerships with parents are strong. When children first start to attend, the childminder meets with parents to gather information about their care needs and

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need to do better?

routines, as well as what they can already do. She uses a range of communication methods, including daily discussions, written diaries and digital messaging, to share information about children's time at the setting. Parents feel updated on children's progress and express their gratitude for the care and education their children receive. n Children enjoy taking part in painting activities, which helps strengthen the muscles in their fingers and hands. Older children use paintbrushes to create

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need to do better?

31 August 2022 their own picture of characters from a familiar television programme. They are beginning to understand that they can intentionally make marks. For example, as children paint they say 'These are the legs and these are the ears'. n The childminder regularly reflects on her practice. She makes good use of online research and training. The childminder networks with other childminders to share ideas. She recently started a resource exchange with another local childminder to provide children with a wider range of resources. n The childminder skilfully supports children's communication and language. She engages in playful interactions and asks questions to support children's thinking and conversation skills. The childminder sensitively recasts young children's speech to help them to hear and practise correct vocabulary. For example, when young children use the word 'horsey', the childminder says the word 'horse'.

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need to do better?

n The childminder supports children to adopt healthy routines to promote their good health. For example, children learn to wash their hands before mealtimes. However, the childminder does not always use these opportunities to teach children why routines, such as handwashing are important for their overall health. n Children benefit from a wide range of experiences in the local community. For example, the childminder meets up with other childminders at the park and in different environments, such as toddler groups. This helps children become familiar with the local community and helps them build wider relationships with others.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of the indicators that may suggest a child is at risk of harm. This includes those that may indicate a child or family member is being subjected to extreme or radical views. The childminder demonstrates a good awareness of safeguarding procedures. She correctly identifies the procedure to follow in the event of a concern. The childminder teaches children how to keep safe. For example, she reminds children that they must not reach out or pet a dog when they are out in the community.

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should:

n enhance the curriculum for mathematics, to provide children with further opportunities to use number language and explore other mathematical concepts during play n provide further support children to understand the importance of adopting healthy routines as part of a healthy lifestyle.

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Setting details

Unique reference number EY480283 Local authority Worcestershire Inspection number 10231907 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 1 September 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Hollywood, Birmingham. She operates from 7.30am to 5.30pm, Monday to Thursday, all year round except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the setting 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 her evaluation of the setting. n The childminder discussed her intentions for children's learning and the curriculum she offers. n The inspector observed the quality of education during activities, both indoors and outdoors, and assessed the impact this has on children's learning. n The childminder discussed children's progress with the inspector. n The inspector looked at required documentation, including evidence of suitability. n The inspector took account of the views of parents through written documentation.

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Inspection activities

31 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

31 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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