Pratt, Cara Anne

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder provides children with a welcoming and home-from-home environment. She has a kind and warm approach to the children which helps them to feel safe in her care. The childminder gives children lots of praise and encouragement as they play, which helps to build their confidence and self-esteem. The childminder forms strong bonds with the children she cares for. She listens with genuine interest to what children have to say about their home experiences. The childminder supports children to do as much as possible for themselves. Children enjoy the responsibility of spreading butter on their toast, which helps to promote their dexterity and coordination. Children learn to dress themselves. The childminder encourages children to put away the toys they have used. She supports children's social skills effectively. She models sharing and makes sure children use good manners. In addition to planned activities, the childminder uses

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The provision is good

routines to support children's learning. For example, as the childminder cuts the toast at snack time, she encourages children to choose whether they would like square or triangle shapes.

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The provision is good

Children are keen learners. They develop a positive attitude towards learning and make good progress from their starting points.

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need to do better?

n The childminder has devised a curriculum that takes account of children's interests and focuses on what children need to learn next. She knows the children well and plans activities that she knows they will enjoy. The childminder helps children to develop the necessary skills in readiness for their next stage of learning, including their eventual move on to school. n The childminder supports children's communication and language development effectively. She teaches children nursery rhymes. She encourages children's interest in books through regular story times. She provides a range of literature linked to children's interests. She plans activities linked to children's favourite stories. The childminder communicates effectively with babies. She is responsive to babies' babbles and supports them to develop their first words. However, at times during adult-led activities, the childminder does not always consider the

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need to do better?

age and stage of development of the children taking part. This means that children do not always gain the most from the activity and, at times, disengage. n The childminder supports children to develop a good understanding of mathematics. She models counting, pointing at items as she counts and children copy. She helps children to learn to recognise numbers. She asks children to choose between 'big' and 'little' objects. n The childminder helps children to learn about healthy lifestyles. She provides a variety of home-cooked nutritious meals and healthy snacks. She supports

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need to do better?

5 September 2024 children to be physically active and provides plenty of opportunities for children to be outdoors. Children confidently use wheeled toys and independently climb the steps of the slide in the childminder's garden. Children learn to wash their hands before eating and after going to the toilet. n The childminder is calm and explains things to children in a gentle manner. She has a consistent approach to managing behaviour and ensures that children understand her expectations. She teaches children to take turns and to be kind to others. Children are sociable and friendly and play cooperatively with each other. They respond positively to gentle reminders from the childminder and behave well. n The childminder works closely with parents before children start with her. She obtains information from parents such as their children's routines, interests and prior achievements. The childminder uses this information to plan for individual

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need to do better?

children's needs when they start. The childminder shares regular information with parents about their children's learning along with ideas on how they can support their children's learning at home. n The childminder is keen to continuously improve the service she provides. She shares ideas and resources with other childminders. They support each other with peer reviews and she uses the feedback to help her to evaluate her practice. However, the childminder's programme for professional development is not sharply focused on extending her knowledge and teaching skills to further raise the quality of teaching to an even higher standard.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture towards safeguarding that puts children's welfare first.

p.3

should:

n consistently tailor activities to support the age and stage of development of the children taking part n develop plans for professional development opportunities to enhance practice even further.

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Setting details

Unique reference number 2756221 Local authority Sandwell Inspection number 10349555 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 Not applicable

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Information about this early years setting

The childminder was registered with a CMA between 2019 until 2023, and they registered with Ofsted in 2023. The childminder lives in Wednesbury. They operate all year round. Hours in term time are Monday to Friday between 8am and 5pm. Hours in school holidays are Monday and Tuesday between 8am to 4pm. The childminder provides funded early years education for children aged between nine months and four years.

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Inspection activities

n This is 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 and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation.

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Inspection activities

5 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

5 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

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

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