Childminder in Worcestershire

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 works from her co-childminder's well organised home. Together they provide a welcoming and homely environment where children safely explore a wide range of good quality toys and resources. Children are happy and enjoy attending this welcoming setting. They form warm relationships with the childminder and her co-childminder who know children and their families well. Children display a strong sense of belonging. They independently access a range of high quality resources and engage in their chosen play. Children behave well and know what is expected from them because the childminder supports them to understand the settings rules and follow a familiar daily routine. Children develop good communication and language skills because the childminder talks to them throughout the day. They confidently tell the childminder its time for the tidy up song because their tummy is hungry.

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The provision is good

The childminder provides children with daily opportunities to be physically active outside in the fresh air. Children skilfully use their bodies in different ways. For example, they practise throwing beanbags into hoops and are eager to negotiate an obstacle course. The childminder gently holds children's hands to help them balance on low level equipment and to jump with two feet. She models how to jump from the reel and encourages young children to try for themselves. The childminder offers them lots of praise for their efforts. This helps children to develop high levels of self-esteem and confidence.

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need to do better?

n The childminder and her co-childminder know each other well. They make a good team and share their responsibilities well. The childminder and co- childminder engage in daily discussions about their working day. They identify what went well and what they would like to improve. The childminder is keen to continue with her professional development and attends training around her interests. Together they join online forums and research best practice to improve their already good knowledge and skills. n Children make good progress in their learning because the childminder has a secure knowledge and understanding of how children learn and develop. She thoughtfully plans interesting activities around children's current interests and learning styles. She makes regular assessments of what children know and can do and uses this information to plan what children need to learn next. n The childminder provides children with a age appropriate experiences to support

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need to do better?

their mathematical development. Young children excitedly fill and empty different sized containers with sand and water. The childminder sits alongside children to support their play. She encourages them to use mathematical language, such as big and small. The childminder asks children to identify

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need to do better?

19 August 2024 colours and to count how many toys boats there are in the water. The childminder extends older and more able children's learning in the moment. For example, she encourages them to identify the numbers on the boats n The setting has a healthy eating policy which is shared with parents on induction. Children bring lunch boxes from home and the childminder stores food items safely in the fridge. Hygiene practice is generally good. The childminder sensitively attends to young children's personal care and sanitises equipment after use. However, the childminder is yet to fully support children to learn the importance of good hygiene because she is inconsistent in her approach. For example, she does not always remind children to wash their hands before mealtimes or after their personal care. n Good settling in procedures help children to be ready for the move from home to the setting. The childminder invites parents and children to attend stay and play

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need to do better?

sessions to get to know her and her co-childminder and become familiar with their surroundings. n The childminder forms good relationships with parents from the start. She seeks a range of information from them when children first begin to attend to help her plan for their learning and meet their individual needs. The childminder keeps parents updated about children's care needs and progress in a range of ways. For example, she adds information to children's online learning records, daily diaries and talks to parents at drop off and collection times. Parents comment positively about the setting. They state that the childminders are patient and caring and provide children with exciting play experiences. They could not be happier with the service they provide.

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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 embed consistent hygiene routines into daily practice to help children understand the importance of good hygiene practice and how it contributes to their good health.

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Setting details

Unique reference number EY540939 Local authority Worcestershire Inspection number 10357835 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 5 Date of previous inspection 11 January 2019

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Information about this early years setting

The childminder registered in 2016. She works from the home of her co- childminder in Evesham, Worcestershire. The childminder operates her provision from Monday to Thursday all year round except for bank holidays and family holidays. Sessions are from 8am until 5pm on Monday and Tuesday, from 8am until 4pm on Wednesday and from 8am until 4.30pm on Thursday. The childminder offers 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 provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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 provided the inspector with a sample of key documentation on request. n Parents shared their views of 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

19 August 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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