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 has developed a curriculum that focuses on providing children with a broad range of engaging learning experiences. He uses his strong knowledge of child development to identify progressive steps in learning for children as they move through their development milestones from babies to pre-school. The childminder places a strong focus on using understanding of the world to deliver the learning experiences. This includes providing engaging, weekly cooking sessions that help children to learn and talk about how materials change. He plans regular outings, such as to park and woodland areas, to help children talk about and reflect on life cycles and change. The childminder uses the garden to help children to understand where fruit and vegetables come from and how to care for them.

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The provision is good

The childminder understands how to relate to children and empathise with how they are feeling. He provides them with nurturing interactions and children form close bonds with him. The childminder routinely includes a visit to a nearby café to help children develop their social skills and interactions with others as they chat around the table and develop their manners. The childminder makes good use of these opportunities to help children to learn about keeping themselves safe. Children understand the expectations of the daily routine and behave well. All children gain the skills they need in readiness for school.

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need to do better?

n The childminder works closely with his co-childminders to reflect on the service they provide. He brings a wealth of knowledge and experience that benefits children's education. The childminder engages in safeguarding training and keeps his first-aid qualification updated. However, he does not engage in regular professional development opportunities that focus on extending his child development knowledge and teaching skills to build his knowledge over time. n The childminder values working in partnership with parents and other settings where children also attend. He keeps parents well informed about children's development. Parents appreciate the home-from-home education service he provides. Parents also appreciate the boundaries and structure provided to children through the daily routines. The childminder keeps them well informed about their child's progress. n The childminder plans a wide range of activities that he knows the children will

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need to do better?

enjoy and reflect their interests. This helps to keep children motivated and engaged in purposeful play and learning. For example, he sets out resources that support children's play preferences, such as providing a range of containers for children to put objects into. However, the childminder does not plan the learning environment as well as possible to accommodate all the individual

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need to do better?

2 December 2024 learning needs of the children. n The childminder supports children's communication and language well. He narrates babies' play to help them to connect objects and actions with words. The childminder makes effective use of books to help children to further explore language. He recognises when children may need additional support and when to involve outside agencies so all children can make good progress. n The childminder helps children to develop their mathematical awareness. This includes developing early addition and subtracting concepts as babies stack towers then disassemble them. He helps children to develop language associated with early counting and colours. For older children, he supports them to link numbers with quantity. He helps them to explore their understanding of patterns using music. Children create repeating patterns with the musical instruments. n The childminder understands about using a range of techniques to help children

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need to do better?

to manage their feelings and behaviour. He understands how each child is best supported to control their feelings and adapts his teaching accordingly. This includes giving children the time and space to process their thoughts as needed, or offering a reassuring cuddle. He models good manners throughout, such as saying 'thank you' when a child offers him a toy. n The childminder supports children's critical thinking skills well. He recognises when to stand back so children can solve problems independently. This helps children to work out solutions for themselves and make their own discoveries. Children concentrate while they explore ways to stack cups to make a tower. n The childminder incorporates regular opportunities for children to learn about healthy lifestyles. This includes having plenty of fresh air, being physically active and learning about a balanced diet and oral hygiene.

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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.

p.3

should:

n engage in focused professional development that extends child development knowledge and teaching skills over time n design and plan the learning environment to precisely reflect the learning needs of each child.

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Setting details

Unique reference number EY539849 Local authority Warwickshire Inspection number 10372354 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 12 April 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Nuneaton, Warwickshire. He operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. He holds a level 3 qualification. The childminder works alongside two co-childminders at the setting. He provides funded early education for children aged under two, two, three and four years.

p.4

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 their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children interacted with the inspector during the inspection. n The inspector observed the quality of education being provided indoors and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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

2 December 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

2 December 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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