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

Children are very happy and settled at this well organised and homely setting. They form secure relationships with the childminder and her co-childminder who know children and their families well. They meet with parents during settling in sessions, which they tailor around the children and families individual needs. The childminder and co-childminder seek information from parents about children's interests and levels of development. They use this information to plan for children's learning from the outset. Children are eager to play and motivated to learn because the childminder provides them with a wide range of good quality toys and interesting resources to support their play. She thoughtfully plans activities around children's current interests and development needs.

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The provision is good

Children are becoming confident communicators because the childminder interacts positively with them throughout the day. She engages children in meaningful conversations. For example, as they play with a toy ambulance she talks to them about people within the community who help us. Young children demonstrate their understanding of positional language as the childminder asks them if their vehicle is on top or below a wooden structure. Children develop critical thinking skills because the childminder encourages them to find their own way of doing things and to work out solutions to a problem. For example, children quickly identify that they must remove the lid from their bottle to add their ingredients to make a musical instrument.

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need to do better?

n The childminder has a very good knowledge and understanding of how children learn and develop. She makes good use of assessment to plan an ambitious curriculum. Her curriculum places a strong focus on teaching children skills which will support them to be ready for the next stage of their learning and their eventual move to school. For example, she supports them to be independent and to have a 'can do' attitude to their play. n Children have some opportunities to learn about healthy lifestyles. The childminder has a healthy eating policy and encourages parents to provide nutritious meals and snacks in children's lunch boxes. She has attended safer sleeping training and implements these principles into her setting to ensure children sleep peacefully in comfortable surroundings. The childminder regularly checks on them to ensure they are safe and well. Although the childminder is attentive to personal care there are times when these routines could be better

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need to do better?

organised. For example, nappy changes or potty use sometimes occur close to their other children who are eating their snack. This does not help children to learn about personal privacy and hygienic routines. n Children are beginning to learn about the world around them because the

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need to do better?

19 August 2024 childminder regularly takes children out to visit places of interest in their community. They visit the local shop to buy ingredients for cooking activities and explore facilities at the local park. Children are beginning to learn how to keep themselves safe. For example, the childminder talks to them when they are out in the community about road safety and 'stranger danger'. n The childminder and her co-childminder work very well together and are keen to continue with their professional development. The attend training around their individual interests and needs, join online forums and research best practice to improve their already good knowledge and skills. The childminder and co- childminder are reflective. They regularly discuss what they do well and together identify areas they would like to further develop. n Children have daily opportunities to be physically active and play outside in the

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need to do better?

childminder's well-resourced garden. They develop strength in their bodies as they run, climb and balance on age-appropriate equipment. The childminder provides children with experiences to help develop their creativity and experiment with colour. They use bottles to squeeze coloured water into a tray. Children excitedly stir the water with their fingers and watch the colour change. n The childminder has good relationships with parents. She shares information with them in various ways. For example the childminder speaks to parents at drop off and collection times, adds details about care and activities to children's daily dairies and frequently update their online learning records. She works effectively with parents to offer a consistent approach to children's learning, such as during toilet training. n Parents are very happy with the care and education their children receive at the setting. They comment on the home from home environment, 'great'

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need to do better?

communication and the high levels of progress their children 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 strengthen the organisation of children's personal care routines to support them to have a better understanding of privacy and good hygiene practice.

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Setting details

Unique reference number EY540943 Local authority Worcestershire Inspection number 10357838 Type of provision Childminder Registers Early Years 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 and lives 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 the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their EYFS curriculum. n The inspector observed the interactions between the childminder and children. 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

19 August 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

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

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

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