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

p.1

The provision is good

Children thoroughly enjoy their time at the setting. This is partly because the childminder's curriculum is ambitious and focuses on children's individual needs and interests. For instance, she carefully plans the learning environment to ignite children's curiosity, such as creating a dinosaur area where they further explore history. The childminder places children at the heart of everything she does to ensure that they feel happy, safe and secure. For example, she purposefully attended a course about 'schemas' to directly impact those children who present patterns in their play, such as lining up toys in a neat row.

p.2

The provision is good

Strong attachments between the childminder and the children are evident. For instance, as children start to feel tired, the childminder gives them a long cuddle to satisfy their emotional needs. When children dress up and engage in role play, she fully submerges herself into their play, talking to them as if they are the character. This makes their learning fun. The childminder praises children for the smallest of acts and achievements. This positively contributes to their good behaviour and confidence to do things for themselves. Children know what resources are available to them, including where the tissues are stored. This means they independently wipe their nose and freely access resources, which are presented at their height.

p.2

need to do better?

n The childminder focuses highly on children's emotional security and character development. She helps children to understand what makes them and others unique. For instance, children learn about events, such as 'mothers and others day' where they learn about different family make ups. When reading stories, the childminder teaches children, 'It is okay to be different.' These experiences broaden children's understanding of modern life. n The childminder displays the characteristics of effective learning in the learning environment, and she focuses on these to shape her practice, such as encouraging children to believe in themselves and their capabilities. For example, younger children concentrate intently on placing a small toy hat on the childminder's head. Each time it falls off, the childminder empowers them to try again. Furthermore, she finds additional resources to further develop children's hand-eye coordination. This helps them to succeed in their learning.

p.2

need to do better?

n The environment is extremely language rich. For example, children strengthen their vocabulary growth through frequent discussions, songs and stories, such as fact books about frogs, making links to their earlier experiences. Children learn where wool comes from and that frogs can breathe through their skin. This heightens their curiosity about the world around them. n The childminder gives children ample time to test out their ideas and consolidate what they have learned. For instance, when teaching children a new song, she

p.2

need to do better?

30 April 2024 misses out key words to see what they can remember. After exploring a shape sorter, younger children, at their own pace, attempt to place other resources into empty spaces, such as a dinosaur figure inside a toy toaster. This helps them to develop early problem-solving skills. n Children joyfully lead their own learning. For instance, as they sing a familiar nursery rhyme about a farmer, they search for a variety of animal puppets to enhance their engagement. However, planned activities do not always go as expected. This is because teaching and learning at times goes off in other directions. Consequently, the childminder's learning intentions are not always met, and children's attention is not fully sustained. n The childminder works in close partnership with parents and carers. This ensures that children's physical, dietary and medical needs are fully met. She talks to parents face-to-face and shares children's experiences through a wealth of

p.2

need to do better?

photos. Parents report kindly on the support the childminder offers to children, especially in their communication and physical skills. They say children have come on 'leaps and bounds' from their starting points. n The childminder gathers detailed information from parents about children prior to them starting. This helps her to get to know all children well. The childminder completes a two-year-old progress check for each child and is keen to work in partnership with other professionals to strengthen children's learning outcomes. Additionally, she has attended specific training to help her to identify and support those children with special educational needs and/or disabilities, such as an autism awareness course.

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 reflect on the delivery of planned activities, keeping in mind the intended learning intention to sustain children's attention for longer.

p.3

Setting details

Unique reference number 2660501 Local authority Warwickshire Inspection number 10333104 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 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2021 and lives in Birchmoor, Tamworth. She operates all year round, from 7.45am to 5.45pm, Monday to Thursday, except for personal holidays. The childminder provides funded early education 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 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 Children spoke to the inspector during the inspection, showing enthusiasm for what they like to play with. n The inspector observed the interactions between the childminder and the children and discussed with the childminder the impact the curriculum has on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The views of parents were considered by the inspector.

p.5

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.

p.5

Inspection activities

30 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6