Lewis, Kerry 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 enjoy coming into the setting and understand the well-established routines. The childminder has warm relationships with all of the children, and they respond to her well. The well-organised environment allows the children to confidently access the learning that has been set out for them. The childminder knows the children well. She plans activities that she knows will engage them based on their interest, such as transport and dinosaurs. For example, to encourage letter and number recognition, the childminder links it to the children's interest in dinosaurs to increase their concentration level.

p.2

The provision is good

Children are encouraged to share with one another and are beginning to understand how they can play together. They listen to the instructions the childminder gives them and follow the directions given. Children develop independence. During snack time, they show great delight that they are able to pour their own drink. They demonstrate a great sense of achievement as they state with pride, 'I did it!'

p.2

The provision is good

Children each have a scrapbook which details their learning. They show high levels of engagement when looking at the photos from one of the scrapbooks as they recall previous events in their lives. Children have lots of choice about what they want to play with. They use a photo inventory to select the resources they would like to access. Children enjoy being outside, and the childminder prepares enjoyable activities for them to explore.

p.2

need to do better?

n The childminder identifies next steps for learning for children to work towards. However, these are sometimes quite broad and are not always pertinent to each individual child's learning needs. It can sometimes be several months before these next steps are achieved. This is because the childminder does not regularly review them to ensure children make the best possible progress. n The childminder takes the children on visits to places, such as the local airport, zoo and aquarium. Children take part in local events, such as 'The Big Toddle', helping them to understand they are part of a wider world. They also attend regular classes such as 'rattle and rhyme', giving them access to a wider variety of activities and social opportunities beyond the setting. n Parents are very happy with the communication from the childminder. She provides information and support to help them continue their children's learning

p.2

need to do better?

and development at home. For instance, she has successfully toilet trained all of the children in the setting and encourages parents to continue this. Information is gathered from parents about their child's interest. The childminder uses this to plan activities that will support children's interests and shape the curriculum.

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need to do better?

13 October 2022 n Parents are overwhelmingly positive about the care their children receive at this setting. They recognise that the childminder has a strong relationship with the children. She gives parents support in areas, such as recognising the signs of speech and language delay or a specific medical condition. n The childminder ensures children have opportunities to celebrate different festivals throughout the year. They look at a range of other cultures and understand basic symbols connected with each festival they study, such as a Christian cross. n The childminder encourages children to make healthy choices at snack time and try new fruits, such as kiwi. This is part of supporting the children to lead a healthy lifestyle. The children also have continuous access to drinking water. n The childminder has taken part in a range of training to develop her practice. She sends out parent and child questionnaires and listens to parents' feedback.

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need to do better?

She uses this information to set next steps in her own practice and also for the children. n The childminder knows the importance of communication and language. She identifies specific learning issues and ensures the children access the right support for them. Although the childminder encourages responses in full sentences, sometimes she does not correct the inaccurate pronunciation of words to fully support children's communication and language development. n The childminder has strong links with the local school. Independence is given high priority so that children can do basic tasks on their own, such as putting on, zipping up and taking off their shoes and coats. She also encourages resilience. If children try to give up on tasks, the childminder consistently encourages them to keep trying until they manage to complete the task. This gives children a real sense of achievement. n Children are able to communicate their needs. For example, they ask if they can

p.3

need to do better?

have a drink or go outside. They have a clear routine for handwashing and self- care, and all children are able to successfully do this independently. n Children are beginning to develop good social skills in preparation for moving to school. They generally play together well. When disagreements occur, the childminder reminds them that 'sharing is caring' and they know they need to alter their behaviour, which they do.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Regular risk assessments are undertaken to ensure children are cared for in a safe and secure environment. The childminder understands how to keep children safe from harm. This includes aspects of safeguarding, such as female genital mutilation and what to do if she has a concern. She knows the signs and symptoms of abuse to look for, and the childminder is clear on the action she would take if she had any concerns. The childminder keeps detailed records when accidents occur and makes parents aware of any incidents via a form, which is also signed by the parent.

p.3

should:

n encourage children to pronounce words correctly during conversations and when they respond to questions, to further support their communication and language development n identify more achievable next steps which are individual to each child, and review them regularly to help children make the best possible progress.

p.4

Setting details

Unique reference number EY457694 Local authority Dudley Inspection number 10236055 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 6 Number of children on roll 10 Date of previous inspection 10 January 2017

p.5

Information about this early years setting

The childminder registered in 2013. She lives in the Kingswinford area of Dudley. The provision operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds appropriate childcare qualifications at level 3.

p.5

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 childminder. n The childminder and the inspector looked at all areas of the premises and discussed how each area is safe and suitable for the children. n The childminder spoke to the inspector about the intended outcomes from the planned activities. n Children spoke to the inspector during the inspection. n The inspector observed the childminder interacting with the children during focused and free-play activities. n The childminder provided the inspector with relevant certificates and paperwork during the inspection.

p.5

Inspection activities

13 October 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

13 October 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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