Childminder in Warwickshire

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 provides a warm, nurturing environment for young children and babies. Her caring nature and kindness make children feel reassured and happy in her care. Children behave well and display a positive attitude to learning. Throughout their play, the childminder consistently praises children for their achievements. Children smile and clap with pride as they complete small tasks, such as peeling fruit at snack time. The childminder reminds children to use their manners and be kind to each other.

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The provision is good

Children benefit greatly from the routines that are in place. Older children start to take responsibility for small tasks throughout the day. For example, they help tidy up their toys and carry their beakers to the kitchen at mealtimes. Babies raise their arms and acknowledge that they understand what will happen next. Children are confident in their routines.

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The provision is good

The childminder's curriculum emphasises the importance of kindness, independence and developing confidence. This ensures children have the skills they need to support their future learning. The childminder plans her curriculum around the children's next steps in development. As part of her curriculum, children enjoy many experiences in the community. For example, they visit a forest school at the children's centre. They also learn about the world around them. Children visit the hedgehog sanctuary and learn about hedgehog safety on Bonfire Night. This helps children to meet other children and build their social skills.

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need to do better?

n The childminder accesses professional development courses to keep her knowledge and skills current. She attends mandatory safeguarding and paediatric first-aid training and joins online webinars. This helps the childminder to keep her knowledge current. n The childminder uses her observations of children well. She identifies what children know and can do and what they need to learn next. The childminder identifies children who need support. She understands the importance of sharing information and communication. This approach supports children who attend more than one setting. The childminder works with other professionals to ensure that children make good progress. This helps to create a continuous approach between the different settings. n Children learn the importance of staying safe and healthy through everyday routines. For example, they play outside in the childminder's garden and walk to school. The childminder supports children to learn about staying safe. For

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need to do better?

example, they begin to understand the importance of using knives safely at mealtimes and be careful when climbing steps in the garden.

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need to do better?

13 November 2024 n The childminder helps children to understand the importance of good hygiene practices. She promotes this with children of all ages. For example, she reminds children to wash their hands regularly. The childminder shows babies how to wipe their hands, such as at snack time. Children learn to 'pinch and wipe' when they blow their noses. The childminder teaches them how to dispose of their tissue in a 'tissue bin'. This encourages children to develop their independence. n The childminder supports children's early language skills well. When she talks about hedgehogs, she introduces new vocabulary, such as 'spiky' and 'soft'. The childminder engages children in conversations during their play. She encourages them to talk about what they are thinking and doing. For example, they discuss the ingredients they need to make imaginary carrot soup in the play kitchen. n The childminder promotes children's physical development well. Older children

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need to do better?

have space to run and jump in the garden. The learning environment encourages the physical development of babies. As they learn to walk, babies use furniture for support. Babies start to balance and gain control of their bodies and move around the room freely. Older children engage in activities that strengthen their hand muscles and hand-eye coordination. For example, they use tweezers to squeeze and lift objects out of small spaces. n Children have opportunities during trips to the park and forest school visits to experience sensory play through nature. However, indoors, there are fewer opportunities, especially for young children, to explore their senses. The childminder does not always offer young children opportunities to explore their senses, encouraging them to test out their ideas and play more creatively. n Parents speak highly of the childminder. They describe the positive impact she has on their children and family. The childminder informs parents about their

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need to do better?

child's progress and learning using a messaging app. Parents comment that their children have 'flourished', and they appreciate the range of learning experiences the childminder provides. They praise the 'safe and nurturing environment' she creates.

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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 adapt the provision and curriculum more readily, supporting young children's sensory play and exploration as much as possible.

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Setting details

Unique reference number EY286569 Local authority Warwickshire Inspection number 10363895 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 15 January 2019

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Information about this early years setting

The childminder registered in 2004 and lives in Bedworth, Warwickshire. The childminder operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for family holidays. She holds an early years qualification at level 3.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector read written feedback and spoke to parents during the inspection and took account of their views.

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Inspection activities

13 November 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

13 November 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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