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 are happy and settled in the childminder's welcoming and friendly family home. They have formed secure bonds with her. The childminder offers gradual settling-in sessions when children first start. She invites parents into her home to attend stay-and-play sessions to help the children become familiar with her and her home. This helps to promote children's confidence and emotional well-being.

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The provision is good

The childminder plans interesting and exciting experiences that help children to progress well in all areas of learning. Children remain motivated and engaged in their play. Children enjoy looking at books and listening to stories. They confidently join in. Older children enjoy making the sounds of the animals in the story, and younger children enjoy feeling the different textures in the book.

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The provision is good

Children behave well. The childminder offers children frequent praise and encouragement to help them to understand the house rules. Children develop their independence well. The childminder encourages children to do things for themselves, such as feeding themselves with a spoon at mealtimes. The childminder follows good routines to promote children's good health. She ensures children have access to their water bottles throughout the day. She encourages children to sit properly on the chairs at the dining table while eating, to stay safe.

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need to do better?

n The experienced and qualified childminder has a good understanding of how young children learn and develop. She understands the need to build upon children's prior knowledge and skills. She uses good methods of teaching to engage children in their learning. n The childminder places a strong emphasis on promoting children's communication and language skills. She engages them in frequent conversations and discussions. She encourages younger children to repeat words and sounds. She encourages older children to share their thoughts and ideas. As a result, children are confident communicators. n The childminder supports children's personal, social, and emotional development well. She responds well to cues that children may be tired, hungry or need their nappy changing. She follows their routines from home, settling them for a sleep according to their individual routines. She gently wakes them after their sleep

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need to do better?

time, giving them cuddles and comfort while they gradually wake up. n The childminder implements a broad and balanced curriculum. She considers the individual needs of the children and includes their current interests in the planning of activities. However, at times, the plans for children's next steps in learning are not ambitious enough to help children make even more progress in their learning.

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need to do better?

24 January 2024 n Children benefit from frequent experiences outside of the home. For example, the childminder takes children to local community groups where they can make friendships and mix with larger groups. She takes children on walks in the local environment and visits the library to join in with story and singing sessions. This provides children with experiences to enhance their learning in the wider community. n The childminder is passionate about providing children with good-quality care and learning experiences. She ensures that mandatory training, such as first aid, is completed. She speaks with other professionals to share ideas to support children in their learning. However, the childminder does not focus enough on her own professional development to build on her already good practice. n The childminder has high expectations for children's behaviour. She offers children gentle and age-appropriate reminders, such as reminding them to use

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need to do better?

good manners throughout the day. She praises children for their kindness and cooperation with others when they share and take turns. n Children thoroughly enjoy joining in with role-play activities. They use their imaginations as they pretend to be the shopkeeper in the pretend clothes shop. The childminder enthusiastically joins in with their play. This helps to extend children's enjoyment. n Good partnerships are established with other settings children attend. The childminder shares information about assessments and plans for children's future learning needs with other professionals involved in children's care. This helps to complement children's care and learning experiences. n Parents are happy with the service the childminder provides. They value the information the childminder shares with them daily. They express how happy their children are to attend. Parents say that they would recommend the

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n review plans for children's identified next steps in learning to make them even more ambitious, to help children make the best possible progress in their learning n seek further professional development opportunities to build on the already good knowledge and skills.

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Setting details

Unique reference number EY495529 Local authority Worcestershire Inspection number 10312121 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 11 Date of previous inspection 20 April 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Rubery, Birmingham. The childminder holds an appropriate qualification at level 3. She operates from 7.30am to 6pm, Monday to Friday, except for two weeks at Christmas, October half term, bank holidays and family holidays.

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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 inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The childminder and the inspector discussed the childminder's intentions for children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. n The inspector looked at relevant documentation and evidence of the suitability of persons living and working in the premises. n The views of parents were taken into consideration by reading written references.

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Inspection activities

24 January 2024 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

24 January 2024 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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