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 caring childminder provides a welcoming and homely environment. Children safely explore a range of good-quality toys and resources and become independent in their play. They form strong relationships with the caring childminder and display a strong sense of belonging. Children clearly enjoy the time they spend in her care.

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The provision is good

Children demonstrate positive attitudes to learning. They sit comfortably alongside their friends to look at a selection of good-quality books. Children listen attentively to stories read by the enthusiastic childminder and join in with songs and rhymes. The childminder supports children to engage in imaginary play. Children explore kitchen utensils as they pretend to cook and prepare a picnic. They develop good communication and language skills because the childminder talks to them throughout the day. She asks children simple questions and gives them time to think and respond. Children try hard to articulate their thoughts and engage in discussions about their favourite foods. The childminder supports all children to express themselves. For example, she introduces babies to simple sign language, which helps them to communicate with her and other children. Children play cooperatively together and are polite and well mannered. They respond kindly to

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The provision is good

the childminder's thanks and quickly and confidently announce, 'You're welcome'.

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need to do better?

n The nurturing childminder primarily cares for children aged three years and under. She knows what she wants children to learn by the time they leave her setting, such as being independent and confident, building secure relationships and understanding routines and boundaries. These are skills that children need for their future learning and eventual move to pre-school or school. n The childminder successfully balances child-led play with intentional learning goals. For example, children develop early mathematical knowledge as they play with the trains and track. She interacts positively with children and effectively supports them to learn positional language. The childminder suggests children push the trains through the tunnel and over the bridge. However, at times, some children lose focus because their play is interrupted. The childminder does not always effectively organise small-group activities to fully support all children's

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need to do better?

engagement and learning. n Children behave well because the childminder is a good role model. She speaks to them in a calm and reassuring manner, which helps children to feel safe and secure. However, the childminder does not always provide children with clear enough explanations to help them learn from their mistakes or understand the consequences of their behaviour, such as putting too many raisins in their mouth. n The childminder regularly takes children to visit places of interest in the

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need to do better?

29 October 2024 community. For example, they engage in group activities at playgroups, visit the park and join in with intergenerational activities at a local care home. These experiences help children to develop an understanding of the world around them, build wider friendship groups and gain confidence in different social situations. n Good settling-in sessions help children to be ready for the move from home to the setting. The childminder invites children and parents to attend stay-and-play sessions to build relationships and familiarise themselves with the surroundings. The childminder gathers a range of information from parents when children first begin to attend. She uses this information, along with her observations of children's play, to plan for their learning and effectively monitor their progress from the outset. n Partnerships with parents are strong. The childminder shares information with

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need to do better?

them in a range of ways. For example, she speaks with them at drop-off and collection times and adds information to children's online learning records. This helps to keep parents updated about their children's care needs and progress. n The childminder effectively supports children's good health. She gently attends to their personal care and reminds children to wash their hands at regular intervals throughout the day. Children have daily opportunities for fresh air and exercise. They excitedly climb on apparatus and ride on wheeled toys in the childminder's garden. Babies sleep peacefully and comfortably because the childminder follows their sleep routines from home. The childminder regularly checks on them to ensure they are safe and well. n The childminder strives to deliver high quality care and eduction to all children. She knows what the setting does well and identifies areas for further development. The childminder is keen to continue with her professional

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need to do better?

development and attends training to enhance her already good knowledge and skills.

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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 small-group activities to fully support all children's engagement and learning n build on the already good interactions with children to provide them with clear and precise explanations to further support their learning and development.

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Setting details

Unique reference number EY443749 Local authority Worcestershire Inspection number 10357833 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 7 Date of previous inspection 12 December 2018

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Information about this early years setting

The childminder registered in 2012 and lives in Malvern, Worcestershire. She operates all year round, Monday to Friday, from 8.30am to 5.30pm, except for bank holidays and family holidays. The childminder provides funded early education for children aged from nine months to three years.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 early years foundation stage curriculum. n Children spoke with the inspector during the inspection. 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

29 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

29 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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