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 forms strong bonds with the children in her care. They happily turn to her for reassuring hugs and comfort when they need to. The childminder supports children's language development effectively. She talks to children as she plays alongside them, introducing and modelling new vocabulary slowly and clearly. For example, when young children roll vehicles down drainpipes, the childminder comments and describes the vehicles they choose. Children beam with delight as they attempt to copy her words 'red car' and 'blue lorry'. Older children recall descriptive language they have previously learned when sharing stories with the childminder. For example, as they feel the bee's wings in a book, they describe them as 'bumpy' and 'rough'.

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The provision is good

Children enjoy lots of opportunities to play outside in the childminder's garden. For example, they create recipes and gather ingredients such as grass and flower petals to create magical unicorn potions. The childminder supports children to develop their mathematical understanding as they play. For example, as children select and compare the size of different scoops, they are encouraged to think carefully about which scoop will hold more water. Younger children are supported to practise their counting skills as they count the number of scoops of water they add to their potions. They smile with pride as the childminder recognises and praises their efforts and achievements. This helps children to develop confidence and self-esteem. The childminder is a good role model. She establishes routines that children happily follow, and she teaches them how to share and take turns as they play. This helps children to behave well in her care.

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need to do better?

n The childminder gathers key information from parents about what their children can already do before they arrive and settle within her home. The childminder uses this information effectively to create a curriculum that meets the individual needs of children and reflects their personal interests. Her routine observations of children help her to identify next steps for children's learning. This supports children to make good progress from their individual starting points. n The childminder has a good understanding and knowledge of how to support and plan learning for children with special educational needs and/or disabilities and for those who speak English as an additional language. She understands when and how to seek the advice of professionals to support these children. n Children develop important skills of independence. Older children learn how to put on their shoes and coats, take care of their personal needs and wash their

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need to do better?

hands before eating meals. Younger children are supported by the childminder to use a spoon to feed themselves at mealtimes. However, the childminder does not always support children to develop an understanding of how to look after

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need to do better?

4 September 2024 the learning environment. For example, children are not always encouraged to help tidy away toys and resources before moving on to other activities. n The childminder supports children to develop an understanding of healthy lifestyles. They have regular opportunities to play outside in her garden where they develop important physical skills. For example, they ride bikes, rock on see- saws and throw balls into containers. The childminder provides healthy fruit snacks for children to eat. However, she does not always support children to deepen their understanding of healthy eating by explaining to them how the foods they eat are good for them. n Great emphasis is placed by the childminder on supporting children's emotional development. She talks to children about their feelings and reads books to them, such as 'The Colour Monster', to further develop their understanding. For example, they talk about what makes the blue monster feel 'sad'. This supports

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need to do better?

children to learn vocabulary that helps them to recognise, share and manage their own feelings and emotions. n The childminder regularly undertakes early years professional development opportunities to further strengthen her teaching practice. For example, this training prompted her to reflect upon the effectiveness of her outdoor learning environment. She then identified and developed areas where she could provide more exciting experiences for children to learn outdoors. n Parents speak very highly of the care and education provided for their children by the childminder. They report that their children are happy and secure in her care and that they make good progress. Parents feel that the childminder regularly communicates with them to share information about what their children are currently learning and how they can support them further at home. They appreciate the many trips and outings that the childminder plans for their

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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 develop children's independence skills by supporting them to understand how to look after their learning environment by helping to tidy away toys and resources before moving on to new activities n support children to develop their knowledge of healthy eating and understand how the foods they eat are good for them.

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Setting details

Unique reference number EY538661 Local authority Coventry Inspection number 10360059 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 8 Date of previous inspection 5 December 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Coventry and operates all year round from 8am until 5.30pm, Monday to Thursday. The childminder holds a level 3 early years qualification. She provides funded early education for 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 this into account in their evaluation of the childminder. n The childminder talked to the inspector about her curriculum and what she wanted children to learn. n The childminder showed the inspector all areas and resources accessed by children within her home and garden. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n Parents shared their views of the childminder with the inspector through written testimonials.

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Inspection activities

4 September 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

4 September 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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