Partridge, Claire 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 Good

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The provision is good

Children are well motivated to play and learn. They confidently explore the stimulating learning environments that the childminder creates. They take inspiration from the quality resources to explore their imaginative ideas, such as pretending to go on holiday and repairing vehicles. Children know which resources they will need and explain why they need them. For example, they collect equipment to take on an imaginary train ride to the seaside, including sun cream and a picnic. Children clearly articulate their good ideas and develop a quickly expanding vocabulary.

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The provision is good

Children have formed close bonds with the childminder and thoroughly enjoy involving her in their play. They are happy and safe in her care. Children develop good social skills and interact well with adults and other children. They happily develop storylines in their play and learn to cooperate. Children behave well and understand about the childminder's high expectations of them. They quickly respond to the childminder's timely and sensitive interventions, and modify their behaviour.

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The provision is good

Children develop a love of books and the childminder skilfully weaves their favourite stories into their play. Children concentrate as they use construction equipment to build houses like those of the three little pigs. They explore different movements as they travel around the garden on a pretend bear hunt.

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need to do better?

n Overall, the childminder makes effective use of observations and assessment to plan for children's learning. This includes collaborating with parents to complete children's progress checks at the age of two years. Children make good progress and are well prepared for their move to school. However, the childminder does not precisely identify the sequence of knowledge and skills that children need to gain to enable her to plan fully challenging learning aims for each child. n The childminder reflects well on her practice and identifies areas for development. She is currently exploring even further ways to communicate with parents. She is committed to continuing her professional development and completes regular training. Recent training helped her to reflect and adapt her assessment systems. n The childminder works well in partnership with parents. Parents appreciate the two-way flow of communication with the childminder. They say how she was

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need to do better?

very supportive of them with regards to their changing situations during the COVID-19 pandemic. She provided them with helpful guidance to support children's continued learning when they were unable to attend. n The childminder skilfully supports children's communication and language

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need to do better?

27 September 2022 development. For example, she uses her knowledge about children's home lives and events in their lives to engage them in conversation and encourage them to recall their experiences. Children confidently discuss what it was like at the doctors when they had an injection and how they felt when they had chicken pox. The childminder understands the importance of supporting good listening skills. For example, she draws children's attention to the sounds that apples and bananas make when they eat them. Children notice that an apple crunches, but a banana does not. n Children develop good levels of independence. They eagerly help to prepare snack and know how to safely use a knife to chop fruit. They learn to manage their personal care routines well. Children roll up their own sleeves in readiness for washing their hands and move the step to the sink so they can easily reach. They quickly put on their coats and are proud when they independently

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need to do better?

complete a task. Children develop a sense of responsibility and help with tidying up. n The childminder provides children with good opportunities to explore and make new discoveries. Children discover that shaving foam helps sponges to stick together so they can stack them. They develop good reasoning skills and explain how the tower collapsed when they put a rock on the top, because it was heavier than the sponges. n The childminder ensures that children's health is prioritised and takes effective steps to help minimise the spread of germs. She teaches children about good hygiene routines, and children remind their friends to wash their hands. Children enjoy the nutritious food that the childminder provides them with. n Children benefit from a good range of opportunities to build their physical strength in both their large- and small-muscle movements. They concentrate as they construct with nuts and bolts. They benefit from opportunities to swing,

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need to do better?

climb, push buggies and use ride-on toys. Children negotiate the space well and know when to stop or carefully travel down a small step.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes thorough risk assessments of her home and places they visit to ensure that children can play safely. She supervises children well. The childminder has a secure knowledge of safeguarding children and the processes to follow should she have concerns about a child. She is aware of potential signs and symptoms that may indicate that a child is at risk of harm. This includes concerns relating to extreme views and practices. The childminder maintains all the required documents relating to children's safety, such as for administering medication and recording accidents. She works closely with parents to ensure that she has up-to- date knowledge of children's health requirements. She maintains her paediatric first-aid certificate and knows how to respond in a medical emergency.

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should:

n break down the knowledge and skills that children need, to inform precise curriculum planning and offer them the highest level of challenge.

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Setting details

Unique reference number EY459877 Local authority Sandwell Inspection number 10236107 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 24 November 2016

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Information about this early years setting

The childminder registered in 2013. She provides care from 7.30am to 6pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder receives funded early education for three-year-old children. She holds an appropriate early years qualification at level 3.

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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 childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children communicated with the inspector during the inspection. 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

27 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

27 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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