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 Good

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The provision is good

The childminder provides a warm welcome for children. She uses her knowledge of their personalities and unique needs to ensure they feel comfortable in her care. The childminder develops close, nurturing relationships with the children, which supports their emotional well-being. She encourages children to develop friendships with their peers. As a result of her positive role modelling, children display kindness and compassion.

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The provision is good

The childminder engages effectively in children's play and promotes collaboration. This positively encourages their focus and attention. For example, she supports children to work together to create structures using building bricks. The childminder listens to children's ideas and playfully adds suggestions to extend their learning. Children are keen to discuss how many 'multi-coloured toilets' they may include in their building.

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The provision is good

Children experience varied learning opportunities throughout the week. The childminder ensures that children develop their social skills as they spend time in larger groups. The childminder is keen to provide a good balance of adult- supported experiences and play opportunities that children lead themselves. Children delight in helping the childminder with shopping for the food they will prepare and eat during the week. The childminder encourages their development of early literacy skills as they look at the signs and food packaging together.

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need to do better?

n Children thrive in this warm and inclusive setting. The childminder implements a varied and ambitious curriculum. Children's unique needs are respected and celebrated. The childminder uses careful observations to plan effectively for children's learning. She works in close partnerships with parents to ensure that children's interests and fascinations influence the learning opportunities on offer. Parents are thrilled with the strong progress that their children make. n The childminder supports children highly effectively to prepare for the next stage of their education. She develops close working relationships with the school and shares information effectively. The childminder focuses on the skills that children need for a smooth transition. She supports children to be confident and independent individuals who are keen to get involved in new opportunities. The childminder promotes children's social communication skills highly effectively.

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need to do better?

This supports children to build relationships with their peers. n The childminder engages in professional development opportunities to extend her knowledge. She reflects on and evaluates the provision on offer to the children and makes changes to further support their learning. For example, the childminder has changed the way that children experience book sharing. This

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need to do better?

9 July 2024 has increased their appreciation of books and further engaged them in storytelling. n Children are encouraged to develop their thoughts and ideas. The childminder encourages their curiosity and listens intently to their play to further support their understanding. For example, she enables children to create number cards to complete a number line and count together. However, on occasions, the childminder does not make the most of opportunities to further extend children's understanding of mathematical concepts such as sequencing. n The childminder promotes independence at every opportunity. She uses the routines throughout the day to strengthen children's ability to do things for themselves. Children engage highly in a range of tasks, including everything from competent handwashing to removing the large cover from the sand tray. The childminder enables children to work together and praises their keen

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need to do better?

awareness of teamwork. n The childminder is a strong role model for the development of children's communication and language skills. She ensures that children hear and pronounce words correctly. The childminder maximises the opportunities to introduce new words to children and to use them in play. She supports children consistently to practise and extend their thinking, listening and speaking skills. As a result, children develop as exceptionally confident communicators. n The childminder plans her curriculum around the seasons. Children benefit from spending a lot of time outdoors. This promotes their awareness and appreciation of the world around them. Children talk confidently about their trips to the allotment and are keen to share their experiences of using sticks for den building. The childminder provides a fascinating outdoor learning environment. Children develop excellent hand-eye coordination and fine motor skills as they

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need to do better?

engage in opportunities to build, scoop and dig.

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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 focus more sharply on embedding and extending children's mathematical skills to support their learning even further.

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Setting details

Unique reference number 224021 Local authority Coventry Inspection number 10350812 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 24 September 2018

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Information about this early years setting

The childminder registered in 1996 and lives in Coventry. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 4. The childminder provides funded early education places for two-, three- and four-year- olds.

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Inspection activities

n This was the first routine inspection the provider 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 inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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 childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views on the setting with the inspector.

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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

9 July 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

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

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