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 Not applicable

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The provision is good

Children explore the childminder's home confidently and freely. They approach the childminder and the inspector to show them their toys and talk about their favourite meals. This demonstrates that children feel safe and secure in the childminder's home. The childminder knows the children in her care well, and she plans learning opportunities based on children's interests. For example, she shares books with children about dinosaurs, introducing and explaining new vocabulary such as 'carnivore' and 'predator.' This supports their language development well. Children excitedly recall the names of dinosaurs they know and listen intently as the childminder shares dinosaur facts and information with them, developing their understanding of the world in which they live.

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The provision is good

The childminder is a good role model with high expectations for behaviour. This promotes positive behaviour amongst children, and they behave well as a result. For example, the childminder praises children for sharing and taking turns as they play alongside each other building towers of bricks. Children develop confidence and self-esteem as their efforts and achievements are recognised and praised by the childminder. Children are supported to develop their understanding of mathematical concepts and counting skills. For example, they are encouraged to name and count the different-shaped gems they find hidden in a tray of rice. Children show positive attitudes to learning as they maintain focus, using pincers to pick up and collect the tiny hidden gems they find.

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need to do better?

n The childminder has a good understanding of how children learn through play and what they need to learn at different stages of their development. She works with her co-childminder to plan a child-led curriculum based around children's interests and specific themes, such as the weather and changing seasons. Information that is gathered from parents when children start at the setting is used to identify starting points for children's learning. Their learning is tracked through observation and assessment by the childminder to identify what it is that children need to learn next. They make good progress in their learning as a result. n The childminder understands how to support children with special educational needs and/or disabilities. She adapts her provision to meet their individual needs. For example, she acquires and uses physical resources, such as a set of stepping stones, to specifically target children's physical development. The

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need to do better?

childminder knows how to access training and advice from other professionals to further support these children, and this helps them to make good progress. n The childminder plans opportunities for children to engage in activities that they enjoy and help them to make progress towards their next steps in learning. For

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need to do better?

14 February 2025 example, children develop their fine motor skills and independence as they are supported to learn how to safely use cutlery to cut up their banana snacks. However, the childminder does not always support children to develop their understanding of healthy lifestyles, such as talking to children about how the fruit snacks they eat are good for them. n Children's independence skills are promoted well by the childminder. For example, she encourages care routines that support children to take responsibility for washing their own hands and attending to their toileting needs. Children develop early literacy skills, such as developing a good pencil grip and recognising their name on their coat pegs, in readiness for starting school. n The childminder takes children on daily walks to and from local schools and parks, where they have opportunities to run about in the fresh air. However, the childminder recognises that she can further enhance these opportunities for

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need to do better?

children who prefer to play outside. n Parents comment that the childminder keeps them regularly updated about their children's activities and the progress they are making. Parents report that their children enjoy the time they spend with the friendly, professional childminder. Parents comment how they appreciate the advice given to them by the childminder about how to support their children at home with potty training. n Together, the childminder and her co-childminder reflect on their provision to identify ways in which they can develop it further. For example, the childminder has undertaken training to develop the use of a communication tool that uses signs and symbols to support children's early language development. The childminder observes and evaluates the quality of any assistants' practice to identify appropriate training and provide coaching to further develop their knowledge and skills.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that that puts children's interests first.

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should:

n enhance learning opportunities for children who prefer to play outside n support children to understand how the foods they eat are good for them to further develop their understanding of healthy lifestyles.

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Setting details

Unique reference number 2702352 Local authority Warwickshire Inspection number 10376207 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 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Tamworth, Staffordshire. The childminder operates all year round between the hours of 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate level 4 childcare qualification and works alongside another registered childminder and an assistant. She provides funded education for two-, three- and four-year-old children.

p.4

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 spoke to the childminder, co-childminder, any assistants and children at appropriate times throughout the day. n The inspector viewed relevant documentation. n The inspector took account of written testimonials and views of parents.

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Inspection activities

14 February 2025 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

14 February 2025 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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