Heyes Avril Ann

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

p.1

The provision is good

The childminder provides a caring, warm, nurturing home-from-home environment for children. Children arrive happy and eager to explore the activities that are set up for them. They are confident and settled in this setting. Children feel valued and safe as they express their thoughts and ideas and are listened to. This encourages them to display positive attitudes towards their learning and helps them to build their self-esteem and confidence.

p.2

The provision is good

Children benefit from the childminder's carefully planned curriculum. They gain a wide range of skills to prepare them well for the next stage of their learning. The childminder gathers detailed information from the start and uses this to plan exciting activities that capture children's interest. This helps the children to build on what they already know and can do. For example, children enjoy sorting, matching, counting and classifying a range of sea creatures. This helps the children extend their thinking and problem-solving skills and learn more about the world they live in.

p.2

The provision is good

The childminder is a good role model. She sets clear boundaries for all children and encourages them to listen to one another and take turns. This helps children to feel safe, form positive relationships and ensure they are happy in each other's company.

p.2

need to do better?

n The childminder is knowledgeable about child development and knows the children she cares for well. She uses her knowledge to plan an ambitious, well- sequenced curriculum that focuses on children's interests and developing needs. The childminder regularly shares information with parents about what their children have been learning and the progress they make. However, the childminder does not consistently share information about the children's learning with other early years professionals to provide greater continuity for children as they transition to other settings and schools. n The partnership with parents is strong. Parents report that their children enjoy trips out in the community, which has helped them develop their social skills. They say that their children look forward to attending and are very happy. Parents also feel that the childminder knows their children very well and that their children have made, and continue to make, good progress in their learning

p.2

need to do better?

and development since starting. n The childminder provides some books for children and appreciates the importance of early literacy skills. However, she does not always use opportunities fully to capture children's interest in books, such as sharing and talking about stories.

p.2

need to do better?

3 October 2024 n The childminder promotes children's independence and provides them with many opportunities to manage tasks. She uses daily routines to build on children's development. For example, when children arrive, they know they must take off their own shoes and put them away. Children also take off their coats and put them on their own pegs without any help. n The childminder promotes children's good health and follows good hygiene practices. For example, children wash their hands before they eat. The childminder also teaches children about healthy eating and healthy lifestyles through conversations at mealtimes. n The childminder helps children learn about different cultures and important festivals in a way that they will understand. For example, she teaches children the importance of acceptance and valuing one another and others. Children learn about a range of different festivals, and the childminder takes them out

p.2

need to do better?

regularly around the local community, showing them different foods, clothing and dancing. n The childminder is passionate about continuing her professional development. She attends a range of training to stay current and to continue strengthening her practice and knowledge. n The childminder is kind and patient. She is also clear and consistent in promoting positive behaviour. This helps children to understand expectations and boundaries and build friendships. n The childminder networks with other professionals to ensure she can support children with special educational needs and/or disabilities (SEND) effectively. She uses assessment well to identify any gaps in learning and knows which agencies to seek support from to ensure children with SEND receive the right level of support at the right time.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n strengthen links with schools and other providers so that information can be shared in preparation for children's transitions and promote continuity in their learning n make better use of opportunities to extend children's enjoyment of stories and books to help foster a love of reading and promote children's language and literacy skills.

p.3

Setting details

Unique reference number 224036 Local authority Coventry Inspection number 10355200 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 21 November 2018

p.4

Information about this early years setting

The childminder registered in 1996 and lives in Coventry. She holds an early years qualification at level 3. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n The inspector took account of parents' views during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

3 October 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

3 October 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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