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 strong bonds with the kind, nurturing childminder. They happily approach her for comfort and reassuring hugs. This supports children's emotional well-being and demonstrates that they feel safe and secure in her care. The childminder skilfully supports children's communication and language skills. For example, as she reads familiar stories to children, she models and repeats new vocabulary. Children laugh as the childminder animatedly repeats rhyming words, such as 'bump and grump'. Very young children happily engage in story time, handing their favourite books to the childminder for her to read. They smile and giggle as they lift the flaps in books, playing peekaboo.

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The provision is good

The childminder plans exciting opportunities for children to develop important physical skills as they play outside. For example, they develop their balance and coordination skills as they are encouraged to make their way along stepping stones. Less-confident children are given reassurance and a steadying hand to help guide their way across. Children demonstrate pride as they successfully navigate their way along the stepping stones and the childminder praises their achievements. This supports children's personal development, helping them to grow in confidence and develop their self-esteem. The childminder has high expectations for children's behaviour. She uses positive praise and familiar routines across the setting to help facilitate this. As a result, children behave very well.

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need to do better?

n The childminder and her co-childminder implement a curriculum that is play based and child led. The childminders have a good understanding of early childhood development, and they use this knowledge to plan activities that reflect the developing needs of the children they care for. They focus on children's language and communication skills and their personal and physical development. Ongoing observations and assessment of learning are used to track children's progress and identify what they need to learn next. Children, including those with special educational needs and/or disabilities SEND, make good progress as a result. n Activities are planned by the childminder for children to enjoy that reflect their personal needs. For example, children develop their fine motor skills as they happily manipulate locks and levers on activity boards. However, the childminder does not always create a learning environment that supports children to explore

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need to do better?

different areas of learning, which would enable them to make independent choices about their play. n Children develop an understanding of number and mathematical concepts. They learn to count as they sing familiar nursery rhymes and songs, and they develop an awareness of shapes. Children learn to recognise shapes as they play with

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need to do better?

12 December 2024 shape sorters. The childminder names and describes simple shapes for children as they attempt to navigate and post different shapes through corresponding holes. Children play cooperatively together as they are reminded by the childminder to share and take turns as they play. They happily repeat the words 'your turn' as they wait for their friends to post their shapes. Children are happy for their friends and clap their achievements. n Children develop their creative skills as they decorate Christmas jumpers. They independently make choices about the materials they will use to add to their pictures. Children learn to express themselves and their ideas. They tell the childminder how adding glitter to their jumper makes it look 'sparkly'. However, sometimes, younger and less confident children are not fully supported to develop the skills they need to engage in craft activities. For example,

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need to do better?

sometimes, they are unsure of how to use glue to stick decorations onto their pictures. This does not fully support children to develop their creative skills. 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. Parents feel that their children's personal needs are well considered, and they make good progress as a result. They appreciate the steps taken by the childminder to seek advice from additional professionals to support their children's ongoing learning and development. n The childminder works closely with a co-childminder, and they place a high emphasis on keeping their training up to date. They regularly discuss and evaluate the quality of their provision to further improve their practice. The childminder endeavours to identify training that reflects the needs of the children

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need to do better?

she cares for. For example, they attend training and work closely with the local authority early years team and SEND teacher to raise their awareness of the different ways they can support children with SEND.

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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 that puts children's interests first.

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should:

n consider ways to adapt activities and learning experiences to meet the needs of younger children to help them make the best possible progress n enhance the learning environment to provide more opportunities for children to make choices in their play, to fully extend their learning and enjoyment.

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Setting details

Unique reference number EY300304 Local authority Coventry Inspection number 10368332 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 15 March 2019

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Information about this early years setting

The childminder registered in 2005 and lives in Coventry. She operates all year round from 7am to 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with another registered childminder. They provide funded early education for one-, two- and three-year-old children.

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Inspection activities

n The childminder showed the inspector around all areas accessed by children and discussed her intentions for children's learning. n The inspector observed the quality of teaching and learning and assessed the impact this has on children's learning. n The inspector and childminder carried out a joint evaluation of an activity. n The inspector took account of written testimonials and views of parents. n The inspector viewed relevant documentation.

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Inspection activities

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

12 December 2024 12 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

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

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