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 enjoy the time they spend in the childminder's home. They are happy and secure in the nurturing environment created for them. Children form strong attachments with the caring and attentive childminder. Children enjoy moving and dancing as they sing familiar songs with the childminder. She supports their language and communication skills well. For example, young children learn to identify and name different body parts as they sing songs such as 'Head, Shoulders, Knees And Toes.' Children bend and stretch as they sing 'The Wheels On The Bus' and excitedly follow instructions to 'stand up' and 'sit down' like the people on the bus.

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The provision is good

Children listen and respond appropriately to the instructions given to them by the childminder, and they happily follow established routines. Children's behaviour is good as a result. Children learn independence skills as they are encouraged to help tidy away toys and resources. This teaches children how to look after toys and care for their learning environment. Children play happily alongside their friends, taking turns and sharing resources. For example, when building towers, they work together turn-taking to add cubes until the tower topples. The childminder praises their efforts, and they smile happily in response. This supports children to build confidence and self-esteem as their efforts are recognised and celebrated by the childminder.

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need to do better?

n The childminder works with her co-childminder closely to provide and plan a child-led curriculum with a play-based focus. The childminders have a good understanding of child development. They give emphasis to children's developing language and communication skills and their personal and physical development. The childminders use observations of children's learning to focus on their individual learning needs to build and extend on what they already know and can do. As a result, all children, including those with special educational needs and/or disabilities, make good progress. n The childminder plans fun learning opportunities for children that support their next steps in learning. For example, children happily play with activity cubes, developing their hand-eye coordination and fine motor skills as they manipulate beads along pathways. However, the childminder does not always create a learning environment for children that supports them to explore different areas

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need to do better?

of learning and make independent choices about the toys they play with. n Children develop an understanding of healthy lifestyles. They enjoy playing in the childminder's garden and going on trips to the local park, where they can access large play equipment. Children learn about the importance of healthy eating. For example, as children eat their packed lunches, the childminder talks

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need to do better?

12 December 2024 to them about the benefits of eating fruit. n The childminder engages enthusiastically in role play with children. This supports their language and communication skills and develops their understanding of the world around them. For example, children happily pretend to make cups of tea and breakfast for the childminder. Young children enjoy adding spoons to cups as the childminder encourages them to stir the tea. However, the childminder does not always interact effectively with children to fully extend their learning and enjoyment before moving on to new activities. n Children start to understand and learn about mathematical concepts as they play. For example, as children excitedly play with shape sorters, they begin to explore size and shape. The childminder says the names of simple shapes as children manipulate and push them through ropes and corresponding holes. This supports children to develop confidence and positive attitudes to learning as

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need to do better?

they develop perseverance. n Together, the childminder and her co-childminder reflect on their provision to identify ways in which they can develop their practice further. For example, the childminder has recently undertaken training to develop her understanding of how to identify and plan further learning to support children's language and communication skills. n Parents report that they could not be happier with the care provided by the warm and nurturing childminders. They feel that their children are happy, safe and secure in the childminder's home. Parents report that they feel well informed about the good progress made by their children and their daily activities. They appreciate the time and personalised care given to their children to support their individual needs and ongoing development.

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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 create a learning environment that supports children to make independent choices about their play, helping them to make the best possible progress in their learning n enhance the quality of interactions with young children when they show interest in activities to fully extend their learning.

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Setting details

Unique reference number EY300284 Local authority Coventry Inspection number 10368331 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 7 Date of previous inspection 15 March 2019

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Information about this early years setting

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

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Inspection activities

n The childminder showed the inspector around the areas of her home 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 viewed relevant documentation. n The inspector took account of written testimonials and the views of parents.

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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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