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 form strong bonds with the childminder. Children who are new to the setting settle well. The childminder works closely with parents to gain information about children's interests and what they already know in order to help her plan effectively for the next steps in their learning. Older children know that their voice is heard and confidently ask for resources and activities that follow their interests. Activities are thoughtfully chosen to reflect the developmental stages of the children. Babies wake from their sleep and communicate instantly with big smiles and cooing. They are given time to stretch and enjoy foot and leg massages, and they have their care needs attended to promptly.

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The provision is good

The setting is a happy, safe space where the children and the childminder joke and laugh. Routines are flexible and fit around the needs of the children who are attending on the day. For example, when older children who have more energy attend, they go out for walks and use play equipment in play areas to support their physical development. There are links with the community. Children visit local parks, stay-and-play sessions and library-run groups. Children have friends at the stay-and-play groups and look forward to meeting up each week. This allows them the opportunity to develop their confidence and relationship-building skills. Learning that occurs within these sessions is extended to the childminder's home. Children bring back acorns and roll them in paint. They read books from the library group and have follow-up activities to enable consolidation of learning.

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need to do better?

n Older children are stretched in all areas of learning. The childminder carefully uses her knowledge about their interests and child development to deliver an exciting, well-planned curriculum. Children who love dinosaurs and know only two dinosaur names are encouraged to learn new names through exploratory play, adult-led research on the internet and a laminated mathematical game. n The setting is language rich. The childminder supports babies through giving them her full attention, eye contact and repeating back sounds to them. The childminder has high expectations of the older children. She uses challenging vocabulary, such as 'herbivore' and 'semi-circle', while supporting children's understanding of their meaning. The childminder uses clear explanations and reinforces the new words during the day through play. n The childminder uses a range of different experiences, resources and activities to teach children. For example, a walk to the local park sparks discussions about

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need to do better?

a poppy display, which leads on to Remembrance Day and then the people who help us. n Challenging behaviours are met with calm reminders of clear boundaries that are established early on. For example, when the phrase 'feet off toys' is said

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need to do better?

18 November 2022 regularly in a gentle tone, children understand that they are not to stand on resources. This is further supported by an explanation of why. Children are able to tidy up and respect the resources and each other. n The childminder is able to meet the needs of different-aged children through carefully chosen resources and the attention she gives them. For example, she sings to babies and gives them an instrument to shake, while holding meaningful conversations in between songs with children who are drawing a picture. n The childminder develops and supports independence. She explains that this will help to support children's future transitions. She prioritises toilet training at an appropriate age, self-help skills such as putting shoes and coats on independently and eating while sitting at a table. n The childminder has a strong understanding of how to support children with special educational needs and/or disabilities. She holds initial sensitive

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need to do better?

conversations with parents, identifies and supports next steps in learning and works collaboratively with other professionals to meet children's needs. n Partnership with parents is strong. The childminder shares her vision, ethos and curriculum with any potential family, and she ensures that they are a good fit for each other. As part of the induction process, she encourages visits and settling- in sessions before children start. Parents are given opportunities to share and learn about their child's progress. n The childminder evaluates her provision accurately and identifies what she needs to do next to support learning and development. The childminder uses local resources to support children to practise their physical skills. However, the childminder's outdoor area does not provide sufficient challenge to fully support children's physical development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The premises are safe and secure, and the childminder supervises the children well throughout the day. The childminder risk assesses her home and any trips she takes to the local environment in order to keep the children in her care safe. The childminder is clear about the processes she follows in administering medicine. The childminder understands local safeguarding guidance and procedures and is confident she can get the right support when required. The childminder keeps up to date with both local and national safeguarding training.

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should:

n enhance the outdoor learning environment to ensure challenge and learning opportunities for children of all ages.

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Setting details

Unique reference number EY342385 Local authority Worcestershire Inspection number 10235053 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 4 Date of previous inspection 12 January 2017

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Information about this early years setting

The childminder registered in 2006. She offers care Monday to Friday, from 7.30am to 6pm, all year round, except for her annual holidays. The childminder provides funded early education for two-, three- and four-year-old children. The childminder has a childcare 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 provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to and 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.

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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

18 November 2022 18 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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