Childminder in Wolverhampton

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

The childminder provides a safe and secure environment for children. She meets the children's emotional needs well, which enables them to settle quickly upon starting, become more confident to explore the environment and socialise with the childminder and other children. The children respond with joy to the childminder's warm interactions. They giggle as the childminder pretends to be scared of a tiger in a story.

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The provision is good

The childminder focuses her curriculum around developing children's speech and language. She encourages children to use and repeat words at every opportunity. She models words and sentences at an appropriate level for the ages of the children and encourages them to use and recall words that they know. As a result, children make rapid progress in their speech and communication. The childminder promotes mathematical ideas in her play and interactions with the children. They are encouraged to count blocks and decide whether an object is bigger or smaller than another. The childminder's curriculum also covers the skills and knowledge that children need to prepare them for the transition to school.

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The provision is good

The childminder provides a good range of resources to help children develop their understanding of the world and also explore their own ideas through planned activities and free play. She plans activities well, based on what she knows about the children's development needs. Children are able to enjoy indoor and outdoor play. The childminder has set up a covered outdoor play area to promote children's physical development in all weathers.

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need to do better?

n The childminder develops her curriculum effectively around the development needs that she has identified for each child and also the children's interests. When children start with her, the childminder obtains information from parents that helps her to identify what they know and can do and what they need to learn next. n Activities are carefully planned with specific learning intentions. For example, children cut animal shapes in play dough and decorate them with different-sized beads to help them develop their fine motor skills in manipulating small objects. However, occasionally, the childminder does not provide enough explanation or context for children to help them fully understand what is expected of them so that they get the very best from their learning. n Children are very engaged with their learning as the activities provided capture their interest. Even very young children stay focused on what they are doing for

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need to do better?

extended periods of time. Children are encouraged to explore their own ideas, and the childminder extends and changes activities to allow them to do so.

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need to do better?

20 March 2024 n Children behave well, and the childminder responds well to their emotional needs. Even very young children help to complete small tasks. For example, they help to tidy up at the end of the day. n The childminder knows how to support children with special educational needs and/or disabilities. She completes assessments of children, such as the mandatory progress check at age two, where she is able to identify gaps in children's development and plan to meet individual needs. She is able to help parents make referrals to obtain specialist support with delayed speech and other developmental needs. n The childminder operates an inclusive setting. She teaches children respect for cultures other than their own by incorporating cultural festivals into her provision in an age-appropriate way. For example, to celebrate St Patrick's Day, she themes activities around the colour green. n Partnership with parents and other professionals is good. Parents are very happy

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need to do better?

with the service that the childminder provides. They say their children love attending the setting. The childminder provides them with information about their child's learning and how they can extend it at home. They are able to contact the childminder at any time to provide feedback or information about their child. The childminder will then incorporate this into her planning to meet the children's needs. She also provides information to share with other settings the children may attend. n The childminder evaluates her own practice effectively. She uses this, and also what she is seeing in the children she cares for, to inform her professional development. Following the COVID-19 pandemic, more children were presenting with speech delay and poor behaviour, so the childminder undertook training to help her meet these needs.

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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.

p.3

should:

n provide enough explanation or context when interacting with children, to help them fully understand what is expected of them and ensure they get the very most from their learning.

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Setting details

Unique reference number EY500319 Local authority Wolverhampton Inspection number 10317440 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 6 Date of previous inspection 1 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Wolverhampton. She operates all year round, from 7am until 6pm, Monday to Friday, except for family holidays. The childminder provides overnight and weekend care upon request.

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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 they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector evaluated an activity together and discussed whether the learning intention was met. n The inspector obtained the views of parents on the quality of the childminder's

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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

20 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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