Childminder in Warwickshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are happy and settled at this childminder's welcoming home. The childminder gathers valuable information about children before they start, such as their routines and interests. She uses this information to help her build close bonds with children. The childminder is attentive to the needs of children. She recognises when they are tired or hungry. She responds to their cues and meets their needs swiftly. This helps them to feel secure. Children approach the childminder for reassurance when they are unsure of new adults. She is kind, warm and offers them cuddles. This supports their emotional well-being.

p.2

The provision is good

The childminder considers what it is she would like children to learn. She plans activities and experiences that support children's interests and next steps. This motivates children to engage and play for a long time. As a result, all children are keen to learn, and they make good progress in their development.

p.2

The provision is good

Children confidently move around the childminder's home. They choose what they would like to play with next. The childminder follows their interests and responds when they pick up books. Children settle on her lap as they read stories together. The childminder asks open-ended questions and explains the pictures. This helps children to deepen their knowledge of the words that are spoken. Children enjoy turning the pages and repeating the animals' sounds. As a result, children are developing a love for books and reading.

p.2

need to do better?

n The childminder works closely with a network of local childminders to support her practice and improve her knowledge. She completes regular online training in safeguarding. Further professional development opportunities around how children learn and develop would help to enhance her overall teaching even more. n The childminder places a focus on communication and language. She encourages back-and-forth conversations and introduces new words. The childminder talks slowly and clearly for children to listen to her voice. She recognises that the use of dummies hinders young children's speech. However, she does not fully support early communication skills because some children use dummies for longer than necessary. Consequently, these children cannot practise copying and repeating new words and sounds. n Children enjoy trips into the local community. They regularly visit the park and feed the ducks. The childminder fully considers the risks they might face when

p.2

need to do better?

on outings. She teaches children about road safety and stranger danger. This gives children the vital knowledge and skills that are needed in their future. n The childminder deploys herself effectively to keep children safe. She watches

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need to do better?

7 February 2024 children closely when they are eating. This helps to reduce the risk of choking. The childminder supports children's independence as they learn new skills, such as feeding themselves. The childminder encourages children to keep trying and role models how to hold the spoon as they attempt to eat yogurt. Children delight in the applause they receive and relish the sense of achievement at trying new tasks. n The childminder sensitively meets the needs of all children. She treats them with dignity and respect as they have their nappy changed. The childminder is a good role model. She praises children and reminds them of good manners. Children behave well. They are learning to follow simple instructions and look after their belongings. n The childminder promotes healthy lifestyles. Hand-hygiene practice is embedded into the daily routine. Children wash their hands before eating. They have access

p.2

need to do better?

to fresh drinking water and regular outdoor play. This helps children to build healthy habits and supports their long-term well-being. n Parent partnership working is strong. Parents speak very positively about the childminder and the care she provides. They comment that her strengths are her communication skills, flexibility and kindness. They say their children thoroughly enjoy attending her setting and participating in the range of activities she offers. The childminder works hard to build rapport and relationships with parents. She regularly shares children's progress information and updates, which, as a result, supports the children's learning between home and the setting.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n utilise professional development opportunities that further enhance knowledge about how children learn and help raise the overall quality of teaching n build on opportunities for children to increase their communication and language skills even further.

p.3

Setting details

Unique reference number 2644483 Local authority Warwickshire Inspection number 10305357 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 5 Number of children on roll 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2021 and lives in Nuneaton, Warwickshire. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 2.

p.4

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 she ensures they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum.

p.4

Inspection activities

7 February 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

7 February 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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