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

The childminder provides children with a safe and secure environment in which to play and learn. Children arrive with their parents happy and quickly settle in the comfort of the childminder's home. Children show they feel emotionally secure as they go to the childminder for cuddles and reassurance when they are unfamiliar with adults.

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The provision is good

The childminder provides a curriculum that focuses on providing children with the skills they need to learn, in readiness for the next stage in their learning. The childminder is skilful in promoting children's early language development. She narrates children's play and comments and asks questions to encourage children to think and respond. The childminder repeats words clearly to help children to hear the correct pronunciation. Consequently, children's vocabulary is developing well and they are making good progress in their speaking and listening skills. Children thoroughly enjoy playing outdoors. The childminder sparks their imagination as they explore in the mud kitchen and children talk about the muffins and pies they are baking.

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The provision is good

Recent behaviour training that the childminder has completed has helped her to use effective strategies to promote positive behaviour. The childminder is a positive role model. She models kindness, respect and manners. This helps children to learn to be respectful of others. Children are very proud when they receive lots of positive praise from the childminder. This helps them to have a go at tasks and to persevere.

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need to do better?

n The childminder finds out about children and their families from the start. She gains information about children's routines at home, prior experiences and any changes to family circumstances. The childminder uses this information to provide a safe and secure environment. She is in tune with what children need and she supports them with managing change, such as moving house or the birth of a sibling. This helps children to build emotional security and resilience. n The childminder finds out about children's starting points and regularly assesses the progress they make. She uses her assessments to identify children's next steps in learning. However, she does not always use the information she gathers to plan precisely to help every child make the best possible progress across all areas of their learning. n The childminder plans some focus activities but mainly follows children's lead. She provides interactions that are positive and successfully extends children's

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need to do better?

learning. For example, as children indicate they want to wash the toy cars, the childminder introduces mathematics as she asks children how much more water

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need to do better?

7 June 2024 they need. She counts and introduces numbers into their play. However, the childminder does not organise activities in a way that helps children to sustain high levels of interest. For example, when she is occupied with attending to babies care needs, older children occasionally lose focus and begin to wander around. n Children are developing good social skills and are extremely happy. They giggle with delight and smile as they play together and involve the childminder in their imaginative games. Children are learning to manage their emotions and they often say how they are feeling, such as 'I am happy with that.' n The childminder is reflective of her practice. She has worked closely with the local authority and attends regular network meetings to keep up to date with guidance. The childminder has completed a wealth of training. She uses the knowledge she has gained to ensure she is consistent in her approach to

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need to do better?

keeping children safe. The childminder is eager to continue to enhance her provision and sustain improvements. n The childminder demonstrates an understanding of supporting children with special educational needs and/or disabilities. She works with other professionals and shares information about any emerging concerns she may have regarding children's development. The childminder uses various strategies and targets to help to close gaps in children's learning. n The childminder builds close working relationships with parents. She keeps them informed about their child's day and the progress they are making. The childminder offers ideas and advice to support children's learning at home. n Children's good health is promoted. The childminder supports children to be physically active daily. She provides lots of opportunities for children to develop their large and small muscles. The childminder focuses on helping children to

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need to do better?

become potty trained and supports them to become independent with managing their self-care. Children enjoy home-cooked meals and learn about foods that are healthy.

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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 use what you know about children to plan even more precisely to help every child make the best possible progress across all areas of their learning n organise activities in a way that helps all children to sustain high levels of interest and engagement.

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Setting details

Unique reference number 2583519 Local authority Warwickshire Inspection number 10340991 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 5 Number of children on roll 6 Date of previous inspection 12 October 2022

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Information about this early years setting

The childminder registered in 2020 and lives in Nuneaton. She operates Monday to Friday, from 8am to 5.30pm, all year round. The childminder holds an early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued 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 spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of parents' views of the childminder through reviewing written feedback.

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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

7 June 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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