Childminder in Coventry

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

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The provision is good

The childminder and her assistants create a warm and welcoming learning environment. Children are excited to arrive. They greet their friends with enthusiasm. A consistent and thoughtful routine provides children with a strong sense of connection and belonging. Use of a visual timetable helps children to understand what will happen now and next. As a result of this, they respond positively to the instructions that are given by the adults caring for them. For example, they spontaneously sing as they tidy away in readiness to play outdoors.

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The provision is good

The childminder supports children to be as independent as possible. Children find their own coats and choose wellies to play outdoors. They are offered just the right amount of support to help them succeed. The childminder and her assistant take this opportunity to talk to the children about whether the wellies are too big or too small. They also encourage them to decide if they are putting their boots on the right feet. They are calm and unhurried, and they encourage children to keep trying and praise their achievements and successes.

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The provision is good

Children move confidently between the indoor and outdoor play spaces. The childminder and her assistant encourage children to select and add varied resources to their play to extend their learning. Children delight in finding a range of tools to dig with to plant some seeds. The adults help them to think about what would be useful for the digging job.

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need to do better?

n The childminder and her assistants work closely together to gather information effectively when children first start. Their purposeful conversations with parents ensure that they have a clear understanding of each child's starting point. The childminder and the assistants use this to plan effectively for children's learning. They focus intently on children's interests. They provide a broad curriculum with ambitious expectations for all children. A strong balance of child-led play and adult-supported activities enable children to develop as curious learners. n The childminder and the assistant have a clear idea of how to support children with special educational needs and/or disabilities (SEND). They ensure that their setting is inclusive through a wide range of accessible experiences and activities. They have a deep understanding of children's individual needs. They use this knowledge effectively to support children with SEND to make strong progress.

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need to do better?

n The childminder and the assistants consistently support all aspects of children's communication and language skills. They create exciting opportunities to engage and focus children's attention. They use songs and stories to introduce and reinforce new vocabulary through rhyme and repetition. The adults ensure that children consistently hear the correct pronunciation of words through play. As a

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need to do better?

24 May 2024 result of this strong modelling, children develop as confident communicators. n Children are well supported to take turns and share the toys and equipment. They are skilled at using the small trampoline, and they follow the clear rules for keeping themselves safe. The childminder and the assistants notice and praise children when they play cooperatively. Children benefit from strong friendships and delight in the company of others. They chat and giggle as they play together in the sand, swapping and changing the resources they need to fully engage in their play. n The childminder and the assistants place emphasis on children's emotional well- being. They model the language of thoughts and feelings in conversation and through stories. This supports children to recognise their own emotions. The adults respond promptly when children become distressed and support them to find solutions. For example, they suggest a 'saving space' where children can

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need to do better?

place their models at tidy-up time. This enables children to extend their construction play later in the day. n The children sit together at low tables for snack and mealtimes. Children are offered a range of healthy foods. At snack time, they select the fruit that the childminder has prepared. However, the childminder and her assistants do not consistently use mealtimes to extend children's understanding of the importance of a healthy lifestyle, particularly with regards to the foods they are eating. n Parents are encouraged to get involved in their children's learning. The childminder and the assistants communicate regularly with parents to share developmental information. This helps children to achieve the best possible outcomes. Parents comment on the trusting and friendly relationships with the childminder and the assistants. They are impressed by the range of experiences that children get involved in and the strong progress that they make.

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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 daily routines to prompt discussion with children to support their understanding of healthy lifestyles even further.

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Setting details

Unique reference number 2663435 Local authority Coventry Inspection number 10335670 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 12 Number of children on roll 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Coventry. She operates all year round, from 7.30am to 7pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 6. She works with two assistants, one of whom holds an appropriate childcare qualification at level 3 and one is unqualified. The childminder provides funded early education for two-, 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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector talked to one childminding assistant at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminders and the children. n The inspector carried out a joint observation of a communication and language

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Inspection activities

activity with the childminder. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

24 May 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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