Meer, Clare

Overall effectiveness Good

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

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The provision is good

The curriculum intent is unique to individual children's needs and development. The childminder observes children and plans purposeful activities to help them to progress. For example, she gives them the opportunity to choose a dominant hand when mark making, and plans activities to strengthen their fine motor skills. The childminder encourages children of all ages to do things for themselves and manage their own emotions. As a result, children's behaviour is outstanding.

p.2

The provision is good

The childminder encourages children to lead their own routines. Consequently, children are extremely motivated, and they demonstrate a strong thirst for knowledge. For instance, they ask age-appropriate questions to further explore the illustrations seen in a book. Children willingly voice their views and ideas to create social situations and spontaneously make up songs to promote the routine. Their happiness is evident. They feel safe and secure.

p.2

The provision is good

Children develop strong literacy and social skills. For instance, the childminder provides them with a wealth of opportunities to explore story books independently and within a group. Older children become quickly engrossed in the stories they select. Younger children say 'the end' as they close one book and confidently select another. This demonstrates a love for reading.

p.2

need to do better?

n The childminder continuously reflects on her own practice to help children to develop strong communication and language skills. She supports children to express themselves and develop empathy for others. For example, they talk about their emotions and how actions can impact others. This promotes mutual respect and an understanding of how others may feel. As a result, children are extremely patient and courteous towards one another. n The childminder's interactions have a positive impact on children's learning and engagement. For example, she asks children thought-provoking questions, which encourage them to take part in deep and meaningful conversations about their prior experiences and knowledge. The childminder talks clearly to children and repeats new language to strengthen their vocabulary growth. n There are some opportunities for children to explore mathematical concepts. For example, the childminder purposefully places numbers into the small-world area

p.2

need to do better?

to promote children's understanding of number recognition. However, she does not always identify opportunities during spontaneous play to enhance teaching even further within this area. This limits how much children hear and practise mathematical vocabulary and concepts. n Children have a wealth of opportunities to develop their self-help skills. As a result, they are highly independent, and they enjoy doing things for themselves.

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need to do better?

6 March 2024 For example, children enthusiastically help the childminder to put away activities. They each have a pan and brush and they work together to clean up. Children spontaneously celebrate their efforts as they dance around the room saying, 'we did it'. This shows that children are confident, self-assured learners. n The childminder has an excellent understanding of risk management. She has thoroughly risk assessed the environment and supports children to understand those risks to keep themselves safe. For instance, children learn to safely walk up the stairs by holding onto the handrail. Excellent hygiene routines are in place to reinforce healthy messages to children about handwashing and prevent cross- contamination. n The childminder establishes positive relationships with school teachers when children attend more than one setting. She ensures that information about children's progress is shared to promote continuity in their learning. Parents and

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need to do better?

carers are very happy with the care that their children receive. They positively acknowledge how the childminder 'mirrors' what children are learning at school. n The childminder regularly attends training to ensure that the setting continues to improve. For instance, she recently attended specific training to develop her knowledge of special educational needs and/or disabilities to ensure that she can meet the needs of all children who may attend. Additionally, the childminder participates in network meetings with the local authority and other childminders to keep her knowledge up to date.

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 continue to reflect on practice to identify where teaching can be enhanced even further and help children to hear and practise more mathematical vocabulary and concepts.

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Setting details

Unique reference number EY276581 Local authority Warwickshire Inspection number 10312221 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 6 Number of children on roll 10 Date of previous inspection 24 April 2018

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Information about this early years setting

The childminder registered in 2003 and lives in Tamworth, Staffordshire. She offers childcare all year round from 7.30am to 5pm, Monday to Thursday. The childminder holds an early years qualification at level 3. She is eligible to receive funding for two-, three- and four-year-old children.

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 inspector observed the interactions between the childminder and children throughout the visit. n The inspector held discussions with the childminder and children at appropriate times during the inspection. n The childminder and inspector discussed the curriculum intent, how it had been implemented, and the impact on children's learning. n Parents and carers shared their views of the setting with the inspector. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household.

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Inspection activities

6 March 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

6 March 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

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