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 creates a warm and welcoming environment for children. She is kind and encourages children at every opportunity. Children demonstrate a secure and warm attachment to the childminder.

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The provision is good

The childminder plans her curriculum well to meet the individual needs of all children. She provides a curriculum that offers children plenty of choice. Children access a range of experiences that support their interests and learning styles. For example, at the start of the day, they choose the activities they would like to take part in. There is also a strong emphasis on developing children's language skills. Children learn the meaning of new words as they sing nursery rhymes, such as 'gently' and 'slowly'. The childminder models words that represent actions, for example when she rocks the baby during 'Miss Polly had a Dolly'. This helps to extend children's vocabulary very well.

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The provision is good

Children's behaviour is very good. The childminder has high expectations and sets clear boundaries that children understand. For example, they know to share and take turns as they play. Children learn to say 'please' and 'thank you'. The childminder consistently reinforces good manners. Children show good levels of concentration, and they focus well during activities. All children make good progress in their learning and development.

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need to do better?

n The childminder completes training to ensure her knowledge is current. She has a positive attitude towards extending her understanding of different areas. She actively seeks training that will enable her to support the needs of the children who attend. For example, she accesses training to support her in assessing children's communication and language skills more effectively. This helps her to develop good teaching skills and practice. There is also regular contact with other childminders, and this provides opportunities to share ideas. n Partnership with parents is strong. They appreciate the homely feel the childminder creates. Parents describe the childminder as providing a 'safe and nurturing environment' for their children. The childminder uses various lines of communication to share information. These include discussions during daily conversations and through an online app. n Children develop good physical skills. They develop the small muscles in their

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need to do better?

hands to manipulate small objects such as pegs and puzzle pieces. Children are confident as they practise using a knife to cut fruit at snack time. The childminder encourages them to develop an understanding of space. Children join in with action songs and take great delight in pretending to be sleeping bunnies. They practise jumping up and hopping along to the tune.

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need to do better?

17 July 2024 n The childminder speaks clearly and supports children's communication and language skills well. She recognises when children require additional support with their speech development. The childminder implements effective strategies to bridge any gaps in learning. She engages children in conversations during their play and encourages them to talk about what they are doing. The childminder models words consistently for children to copy. This reinforces the correct pronunciation of letter sounds and words. In turn, this helps children become more confident in their speech. n The childminder provides many opportunities to use mathematics in activities. Children test out ideas as they make shapes on peg boards. They talk about how they can make a line and how many pegs they will need. The childminder asks questions such as, 'How many more pegs do you need to finish the line?' She provides ample time for children to think. This helps children to develop the

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need to do better?

confidence to explore and solve problems. n The childminder teaches children about some different festivals and celebrations. However, she does not provide enough opportunities to sufficiently broaden children's understanding of other people and communities. This means children have limited opportunities to gain a wider understanding of diversity and different cultures. n The childminder teaches children the importance of being healthy and safe. Mealtimes are happy, social occasions. The childminder encourages children to take part in their self-care and become independent. For example, children wipe their hands with a flannel before they eat. Children show they understand good hygiene routines. They comment, 'I need to wipe the germs off,' as they prepare for lunchtime. n The childminder uses a 'welcome session' to help children learn the days of the week, dates and describe the weather. Children show they are familiar with this

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need to do better?

routine as they enjoy finding their photos and moving them to a self-registration board. Children learn to listen to instructions well and have a go at doing things by themselves.

p.3

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 strengthen opportunities to support children's learning and understanding of other cultures and communities.

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Setting details

Unique reference number EY495417 Local authority Warwickshire Inspection number 10351324 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 7 Date of previous inspection 24 October 2018

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Information about this early years setting

The childminder registered in 2015. She lives in Rugby and operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two- and three-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 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 that they are safe and suitable. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

17 July 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

17 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

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