Childminder in Coventry

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

The childminder and her assistants provide a rich, stimulating and exciting environment. All children have formed close relationships with the childminder and her assistants. This helps children to feel safe, confident, happy and motivated to learn.

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The provision is good

Children enjoy engaging in the interesting multisensory activities on offer. Older children spend time making patterns out of the different-coloured pasta spaghetti. They concentrate for a long time, swirling the pasta around to make circles and enjoying making zig-zag shapes out of it. As they do this, they are able to name the different shapes, refer to pictures of shapes and name them. This supports children's small-muscle skills and mathematics. Younger children enjoy feeling the different textures, squeezing the pasta and naming the various colours of spaghetti. As they do this, they use words like 'soft', 'squeeze', 'squidgy' and 'long'. This supports children's communication, language and coordination.

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The provision is good

Children exhibit good behaviours. Older children are positive role models for the younger children and will often help them. For example, older children push the younger children on the swings and help them take their wellies off. The childminder and her assistants have high expectations for all children and regularly praise them. This contributes to the children's confidence and high levels of self- esteem.

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need to do better?

n The childminder has a robust settling-in procedure that meets the individual needs of each child. This supports children to be settled, happy and ready to learn. When children first start, the childminder gathers detailed information from parents about what children can do, and already know, at the beginning. Although the childminder has an idea as to what she wants children to learn, she does not use planning as effectively as she can to focus more sharply in order to best prepare children for their next stage in learning. n Older children benefit from the excellent strong links the childminder forms with the local school. When children are due to attend school, the childminder talks to the school about their initiatives and their ethos of school readiness. She incorporates this into her setting and daily routine. For example, self-help and independence are well promoted. The childminder and her assistants encourage

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need to do better?

and teach children how to get dressed and put on their own coats and wellies, as well as to feed themselves and independently choose what they would like to play with. This ensures children are well prepared for their transition to school. n Parents are pleased with the progress their children make. They report their children love attending and have made good progress in their speech, social

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need to do better?

3 November 2022 skills and all-round learning. Parents are very happy with the regular feedback they receive and feel the childminder and her assistants are supportive and welcoming. n Self-help and independence skills are well supported throughout daily routines. The childminder and her assistants encourage children to put on their own shoes, wash their hands ready for snack and tidy up. The children have access to drinks throughout the day and are offered healthy snacks and meals. The childminder teaches children about healthy eating and the importance of regular exercise. n The childminder and her assistants attend regular mandatory training to update their knowledge on paediatric first aid, food hygiene and safeguarding. They also participate in online seminars, hold regular meetings and continuously discuss planning, activities, children's interests and what they feel is working well and what they need to amend. This ensures activities are interesting and teaching is

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need to do better?

of a good quality. n The childminder and her assistants are fully committed to teaching and promoting children's communication and language. They actively listen to what children have to say and use their skills to ask open-ended questions during play and conversations. They are careful not to overwhelm children by asking too many questions. This helps build children's vocabulary and understanding of new words. n The childminder has appointed two assistants to support her in her role. She has followed robust recruitment and vetting procedures and has offered both assistants a thorough induction for their role. Both assistants report they feel well supported and enjoy working alongside the childminder. They receive regular supervision, and professional development is monitored and well supported. n The childminder fosters a culture of equality in her setting. Children learn about differences and diversity through activities that incorporate trips, food and

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need to do better?

clothing. The childminder regularly takes children to the local church, on the bus and on walks through the woods. This supports their social skills. n Children with special educational needs and/or disabilities (SEND) benefit from the strong links the childminder forms with other services, for example health visitors and speech and language therapy services. She uses information gained from other services to implement targeted plans of support to ensure children with SEND make good progress from their starting points.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants know the possible signs and symptoms that indicate a child may be at risk of harm or abuse. They know the local procedures they must follow to report any child protection concerns. In the event an allegation is made against them, they know the procedures they must follow to report these concerns. The childminder keeps all documents well maintained and makes sure that her records are accurate. This helps her to ensure children are safe. The

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Safeguarding

3 November 2022 childminder and her assistants consistently check the indoor and outdoor environment to make sure it is safe for children to attend.

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should:

n ensure planning is more sharply focused to prepare children for their next stage in learning and help them make the best possible progress.

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Setting details

Unique reference number EY284362 Local authority Coventry Inspection number 10234807 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 12 Number of children on roll 12 Date of previous inspection 1 December 2016

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Information about this early years setting

The childminder registered in 2003 and lives in the Stoke area of Coventry. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification and works with two assistants.

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Inspection activities

n This was the first routine inspection the childminder has received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken this into account in their evaluation of the provider. n The childminder and inspector completed a learning walk together to discuss the organisation and intent of the curriculum and how the environment is arranged. n The inspector observed the quality of teaching throughout the inspection and considered the impact this has on children's learning. A joint evaluation of the quality of teaching during an activity took place between the childminder and the inspector. n The inspector looked at relevant documentation, including qualifications and first-aid certificates, and viewed evidence of the suitability of those working with children. n The inspector reviewed written feedback and letters from parents. n The inspector spoke to children at appropriate times during the inspection.

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Inspection activities

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 November 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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