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 Good

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The provision is good

Children thrive in this inviting environment. They arrive happy and content. Children separate quickly from their parents and are met with smiles and chatter from their friends. The childminder has a good understanding of the children's individual needs and uses what she knows about each child to keep them motivated and eager to learn. She is intuitive and knows when children are ready to move on. The childminder skilfully adapts her curriculum to take account of children's emerging needs at different times of the day. This flexible approach supports children to continue to make good progress.

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The provision is good

The childminder is kind and nurturing. Throughout the day, the childminder provides children with praise and reassurance. Children enjoy cuddles and they initiate lovely conversations with the childminder and their friends about what they are doing. The childminder builds close bonds with all children to support their emotional well-being. She recognises when children are ready for snack or becoming tired. The childminder encourages them to share and take turns and so from an early age they begin to value the feelings of others. Children behave well. They have good levels of self-esteem and confidence. Children engage the childminder in their play. They talk about the animal shapes they make in play dough and are proud of their achievements.

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need to do better?

n The childminder has a secure understanding of what she wants to teach children. This is supported by her curriculum. She uses her observations to make accurate assessments of children's development. The childminder speaks to parents about their children's development, their likes, and interests. This supports her to plan precisely to meet each child's individual learning needs, so they can make rapid progress. The childminder keeps herself informed about changes to relevant guidance. She undertakes training and reads information relating to childcare to support her own practice. n A sharp focus on children's speech supports children who speak English as an additional language well. The childminder talks to the children, she repeats words and sounds and listens to their responses. This encourages children to extend their vocabulary and quickly build the number of words they know and understand in English.

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need to do better?

n The childminder enriches children's understanding of the different communities, languages, and people outside of the children's own personal experiences. Children learn about their own traditions alongside those of others. A wide range of resources supports children's learning. n Children enjoy using their imagination. They pretend to be firefighters and gather their equipment to 'put the fire out'. Children's excitement grows as they

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need to do better?

19 March 2024 anticipate 'What's in the bag?' game. Each child chooses an object they like from the bag and choose a song. Children deepen their sense of recall as they listen and repeat parts of the song they know. They develop their large physical skills as they move their bodies in time to the music. Children laugh as they jump and lift both feet from the floor. n Children practise their fine motor skills as they adeptly manage scissors. They use natural flowers to create their unique flowerpot picture. Children show good concentration skills as they carefully post the stalk through the paper to fill the pot. They like the 'pink ones'. The childminder knows when children are ready to move on and is flexible in her planning and organisation. This helps children to remain active in their learning. They talk about colours and shapes in everyday discussions. That said, children do not always experience as much positional

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need to do better?

language and numerals as they do in other areas, such as shape and colour. n Children learn good routines to help keep themselves healthy and safe. The childminder reminds them to take care when they eat, not to speak if they have food in their mouth. Children become independent in the own personal care and manage this well. This will support them in their future learning and eventual transition to school. n Parents report that they are very happy with the care and learning their children receive with the childminder. Parents commented on how the childminder has helped their child to find their voice in a group. Other parents comment on wide variety of creative activities children take part in. Parents say that their children flourish in the care of the childminder and are always learning something new.

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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 make the most of opportunities to increase children's understanding of numbers to 10 and prepositional language.

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Setting details

Unique reference number 268432 Local authority Warwickshire Inspection number 10317465 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 23 May 2018

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Information about this early years setting

The childminder registered in 1999 and lives in Rugby. She holds an appropriate early years qualification at level 3. The childminder operates all year round from 8am to 4.30pm, Monday to Thursday, except bank holidays and family holidays. The childminder provides funded early 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 inspector viewed the areas of the premises used for childminding. They discussed the safety and suitability of the premises and how the childminder makes effective risk assessments to keep children safe. n The childminder and the inspector discussed how the childminder organises their early years curriculum to support children's learning. n The inspector spoke to the childminder, children and parents at appropriate times during the inspection to gain their views. They also took account of parents written comments. n The childminder provider the inspector with a sample of key documentation that supports the safe and effective management of the childcare. n The inspector observed the quality of education being provided and assessed the

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Inspection activities

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

19 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

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

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