Childminder in Worcestershire

Overall effectiveness Outstanding

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

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The provision is outstanding

Children thrive in this stimulating, nurturing environment where they are incredibly happy and safe. They explore a wealth of accessible resources confidently and join in with the childminder's meticulously planned activities that follow their interests. Children greet friends and visitors with smiles and enthusiastically invite them to join in with their play. They talk proudly about their families and their home lives and share stories of celebrations with their siblings, extended family and friends.

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The provision is outstanding

The childminder recognises the effects of the COVID-19 pandemic on children's personal, social and emotional development. She provides children with a vast range of enrichment experiences to help fill the gaps created as a result of the restrictions. Children enjoy weekly visits to local community groups that help to build on their social skills and confidence in new surroundings. Children talk about visits to forest play settings where they swing on hammocks, watching fox cubs in the local area and visiting the library to learn more about them. They share photos of a recent visit to a zoo, inspired by a book they had enjoyed about a tiger. Children talk excitedly about the animals they saw and what they learned about them.

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need to do better?

n Children access a range of books independently as they play. They share cuddles and animated story time sessions with the childminder. They listen attentively and join in with familiar texts of their favourite stories. The childminder describes reading as 'a gift' and prioritises this as part of her excellent curriculum. Children enjoy gift-wrapped books to share at home. n The childminder's curriculum is excellent and builds precisely on what children already know and can do. During a walk, children notice litter and talk about how to care for their environment. Through play, they learn about how litter can reach the sea and imagine what it would be like to paddle in the water among the rubbish. They look at reference books to help them understand the harm this can cause to sea creatures. They sort litter, talk about the properties of what they find and discuss how to dispose of it safely. n The childminder provides children with outstanding opportunities to support their

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need to do better?

physical development. Children join in eagerly with daily outdoor exercise, dance and opportunities to use soft-play equipment. The childminder organises her garden to ensure that children benefit from extensive challenge and opportunities to persevere to acquire and practise new skills. For example, children concentrate as they walk carefully along balance beams. They learn how to use their arms to help balance themselves. With encouragement and praise from the childminder, they master the skill and smile with pride, before practising this new ability over and over again. Children kindly support and

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need to do better?

26 January 2023 encourage their friends to do the same. n Children's emotional well-being is a key focus for the childminder. Children learn to label and express their feelings appropriately and begin to learn how to manage their emotions. They share emotion books and picture cards and talk about feeling happy, sad and calm. Children describe what makes them feel angry and the childminder supports them with strategies to manage this, including stamping their feet and taking deep breaths to calm themselves. n Children are fully motivated to develop their early mathematical skills as they play. They count cakes and match quantities to numerals to make weighing scales balance. The childminder supports children to understand the value of number and addresses misconceptions sensitively to ensure that they gain a secure understanding. She has completed mathematics training and recognises the skills that children need to build their mathematical confidence.

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need to do better?

n The childminder supports children's transitions exceptionally well. She ensures she knows children's interests prior to them joining her and adapts her provision to meet children's individual needs. She works in partnership with other settings that children attend and has close working relationships with the local school to provide continuity of care and education. This partnership enables her to gain a deeper understanding of the skills children require for their next stage in learning. n Parent partnerships are strong. Parents speak highly about the care and education their children receive and enthuse about the progress their children make. Parents talk about the childminder being nurturing, inclusive and enthusiastic. They explain how she provides a fun, safe environment for their children. The childminder works collaboratively with parents to monitor children's progress and support their next steps in learning. She actively seeks the views of

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need to do better?

parents and adapts her provision accordingly. She shares her knowledge and resources with parents to continue children's learning at home. n The childminder has ambitious plans to further improve her provision, including the development of her already exceptional outdoor area. This includes building raised planting beds for children to have an even greater opportunity to dig and grow a wider range of plants. She completes extensive training and seeks resources to support children's progress. She has plans to complete further training in supporting children's emotional development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder prioritises children's safety. She completes meticulous daily and ongoing risk assessments to minimise risk. She follows safe fire evacuation procedures and practises these regularly with the children. The setting is safe and secure. All toys are age appropriate and well maintained. The childminder supervises children closely and maintains ratios within the property and on outings. She has a secure knowledge of safeguarding. She attends regular safeguarding training and refresher sessions to ensure her knowledge is kept up to date. She has an in-depth understanding of the signs of harm and the processes to follow if she

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Safeguarding

26 January 2023 has any concerns about children's safety and well-being.

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Setting details

Unique reference number EY486253 Local authority Worcestershire Inspection number 10260265 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 19 Date of previous inspection 26 May 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Worcester. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a recognised childcare qualification at level 3. She provides funded early years education for three- and four-year-old children.

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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 childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children communicated with the inspector during the inspection. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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 The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been

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Inspection activities

implemented and the impact that this had on children's learning. n The inspector carried out a joint observation of a group activity with the childminder. n Parents shared their views of the childminder's setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

26 January 2023 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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