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 Met

p.1

The provision is good

The childminder provides children with a homely and nurturing environment. She builds close bonds with children, who are content in her company. Children enjoy being with the childminder, who gives them lots of praise and encouragement. This helps to build children's confidence and self-esteem. Children are happy to explore and try new things because they feel safe and secure in the childminder's care. The childminder is a good role model. She interacts with children as they play, teaching them to share and take turns. Children behave well.

p.2

The provision is good

The childminder promotes a love of books and reading. Children have access to a wide range of books. They regularly choose their favourites for the childminder to read to them. The childminder reads with enthusiasm, and children snuggle up with her as they listen intently. The childminder provides children with activities and experiences that are challenging and well sequenced. She builds on what children already know and what they need to learn next. Children are happy, eager and motivated to learn. They show positive attitudes towards their learning. Consequently, all children make good progress in their learning.

p.2

need to do better?

n The experienced and knowledgeable childminder knows the children well. She has devised a well-sequenced curriculum that she adapts to meet children's individual learning needs. She knows how to seek support from other professionals, if needed, for children with special educational needs and/or disabilities. However, on occasions, the childminder tidies away activities before children have had the opportunity to explore, be creative and build on their own ideas and ways of doing things. n The childminder helps children to develop their communication and language skills well. She shows genuine interest in what children say as she listens to children. Children are keen to join in with actions and key words as the childminder sings familiar songs. However, at times, the childminder does not give children time to think and formulate a response to her questions before asking further questions in quick succession or answering the question herself.

p.2

need to do better?

n The childminder helps children to develop an understanding of the world around them. For example, children visit the library and toddler groups. The childminder frequently meets up with other childminders. This gives children the opportunity to develop their social skills as they meet up with other children of different ages. n The childminder helps children to be independent. Children take off their shoes as they get ready to go outdoors. At mealtimes, she encourages children to spread the butter on their toast. Children choose which fruits they want at snack time.

p.2

need to do better?

22 April 2024 n The childminder provides children with plenty of opportunities to be physically active outdoors. For example, she takes children on regular walks to the local school, park and shops. n Children enjoy sensory play. They enjoy the feel of jelly as they explore the mixture. The childminder extends their play as she hides toy animals in the jelly. Children develop their fine motor skills and coordination as they pull the toys out, scoop the mixture, and fill and empty different vessels. n The childminder supports children's mathematical development well. For instance, she asks children to count objects and sings number songs as they play. Children start to use mathematical language as they join in activities, such as 'big' and 'little' and 'full' and 'more'. At snack time, children decide whether they would like their toast cut into triangles or squares. n The childminder seeks professional development opportunities to enhance her

p.2

need to do better?

skills, update her knowledge and improve outcomes for children. The childminder undertakes regular online training and personal research. She works closely with other childminders in the area to share ideas, resources and good practice. n Partnerships with parents are strong. Parents are happy with the care their children receive. They appreciate the information they receive from the childminder about the activities their children take part in and about the progress they make. The childminder provides support and advice to parents to enable them to continue their children's learning at home. She shares information with other settings to help support children's smooth transitions, in readiness for when they move on from her care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture towards safeguarding that puts children's welfare first.

p.3

should:

n strengthen the planning of activities to enable children to develop their creativity and build on their own ideas and ways of doing things n give children time to think, consider and formulate a response, so they can share their thoughts and ideas.

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Setting details

Unique reference number EY269997 Local authority Wolverhampton Inspection number 10335199 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 15 Date of previous inspection 7 June 2018

p.4

Information about this early years setting

The childminder registered in 2003. She lives in Penn, Wolverhampton. The childminder operates during term-time only, from 7.30am to 6pm, Monday and Tuesday, except for bank holidays and family holidays. She holds an early years qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This is 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 and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector took account of parents' written views that were provided by the childminder. n The childminder provided the inspector with a sample of key documentation.

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Inspection activities

22 April 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

22 April 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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