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

Children form close attachments with the kind and caring childminder. The childminder provides a range of activities and resources that children enjoy and motivate them to play and learn. Children happily use their imaginations as they play. For example, they excitedly put on their coats and climb into their boats before singing and rowing themselves to the South Pole. They develop their knowledge and understanding of the world as they talk about the weather and learn about penguins and other animals that live in cold places. The childminder and her assistants engage in timely conversations with children as they play. This supports children's language development and understanding. For example, they model and explain new vocabulary, such as 'igloo' and 'freezing'. The childminder repeats words for children sensitively to correct any mispronunciation.

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The provision is good

Children develop counting skills and an understanding of mathematical concepts as they take turns to post and count coins into a piggy bank. They compare amounts with their friends as they are supported to identify who has 'more' or the 'most' counters. Young children build fine motor skills and hand-eye coordination as they play with activity cubes. They respond to the childminder's words of encouragement with smiles as they successfully push beads along a track. The childminder and her assistants are good role models. They have established simple house rules and routines that children happily follow. As a result, children behave well and play politely alongside their friends, taking turns and sharing.

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need to do better?

n The childminder works with her co-childminder and assistants to plan a topic- based curriculum that reflects children's developing needs and interests. When planning children's learning, they give high priority to children's communication and language skills, physical development and personal, social and emotional development. n The childminder gathers information from parents about what their children already know and can do when they start at the setting. Along with regular observations and assessments of children's learning, she uses this information to focus on what children need to learn next. Children, including those with special educational needs and/or disabilities, make good progress as a result. Children are well prepared for the next stage of their education at school. n The childminder adapts her planning and practice to support children at different developmental stages. She repeats activities for those who need more practise,

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need to do better?

and she extends and challenges children's learning to help them make the best possible progress. For example, after children have successfully completed a jigsaw puzzle, she challenges them to complete a more difficult puzzle. n Children develop independence skills. For example, they put on their coats when

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need to do better?

24 October 2024 going outside to play and help to clear away resources. However, when asking children questions, the childminder does not always give them enough time to answer before she responds. This means children do not always share their personal needs in their own words. n Children acquire healthy lifestyle habits as they eat healthy fruit snacks and drink water. Children are active and develop important physical skills as they play running games and push themselves along on small vehicles outside in the fresh air. Children are supported to learn the importance of good oral health as they clean their teeth after eating their lunch. n Parents comment that their children are happy, safe and secure in the childminder's care. They report that they receive regular information about the good progress made by their children through daily feedback and an online platform. Parents feel that their children's cultural backgrounds, views and

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need to do better?

beliefs are embraced and celebrated within the setting. n The childminder and her co childminder work closely to reflect upon and evaluate their own practice and that of the assistants. They access training and regularly participate in professional webinars to help develop their ongoing practice. The assistants meet regularly with the childminder to discuss their well- being and ongoing practice. The assistants regularly undertake training to support them in their role. For example, they have completed early years special educational needs and disability coordinator training.

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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 interactions with children to ensure they are continuously supported to share their personal needs in their own words.

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Setting details

Unique reference number EY346980 Local authority Coventry Inspection number 10359888 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 14 Date of previous inspection 17 December 2018

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Information about this early years setting

The childminder registered in 2006. She holds an early years qualification at level 3 and works with a co-childminder and an assistant in the co-childminder's home. The childminder operates all year round from 8am to 5pm Tuesday to Thursday and from 8am to 4pm Friday, except for bank holidays and family holidays. She provides funded education for one-, two- and three-year-old children.

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Inspection activities

n The inspector observed the quality of teaching and assessed the impact this was having on children's learning. n The childminder and the inspector completed a learning walk of the premises and discussed the childminder's intentions for children's learning. n The inspector had conversations with the childminder about the safety and suitability of the premises and resources. n The inspector viewed essential documentation provided by the childminder. n The inspector read questionnaires completed by parents to gain their views of the childminder's provision.

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Inspection activities

24 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

24 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

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

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