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

p.1

The provision is good

Children are happy in this setting. They have access to a well-equipped playing space, where they can choose resources independently. The childminder provides opportunities for children to develop their imaginative play. Children love playing with the role-play resources. They transport the food in baskets, feed the babies and chat on pretend telephones. The childminder promotes positive behaviour through setting rules and age-appropriate levels of explanation to help children understand what is expected of them. Children respond well to the childminder's instructions when she asks them to do something. For example, the children sit and wait for her to get things from the car before they go down the hall to the kitchen, demonstrating their awareness of the rules of the setting.

p.2

The provision is good

Outside, children show excitement to explore the open space. They play in the large water tray, pouring and scooping the water. Children enjoy creating new games, such as pushing vehicles through each other's legs as they laugh and take it in turns to push the tractor. The childminder interacts with the children in a calm and nurturing way. Children want to include her in their play and ask her to play with them and to read stories. The childminder has built strong relationships with the children, which supports their emotional well-being.

p.2

need to do better?

n There is an ambitious and sequenced curriculum in place at the setting, and the childminder uses curriculum statements to assess children's development. The childminder shares these with parents and takes their views into account. The curriculum is inclusive and play based. The childminder knows the children well and talks about their individual family set up when interacting with them. n The childminder has a clear understanding of all children's next steps in learning and plans activities to help meet them. Children are currently learning to count items more accurately and to give more meaning to their mark making. There are opportunities to practise these skills independently and during adult-led learning. This means that children make good progress in their development. n The childminder is led by the children and allows them time to fully explore experiences. They show positive attitudes towards learning. The childminder is

p.2

need to do better?

aware of children's individual routines, such as sleeping. However, there are times when the organisation and length of activities impact on these daily routines, especially for the younger children. n Children demonstrate independence as they carry out simple tasks. They can put on their own wellies and puddle suits to go in the garden. Children sit at a table while they eat their snack. However, more could be done to promote independence at lunchtime when all children, including the oldest children, sit in highchairs to eat. This means that older children are not given the opportunity to

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need to do better?

26 March 2025 prepare fully for the levels of independence that will be expected of them in their next stage of learning. n The childminder promotes communication and language development and knows the impact these skills have on all other learning. There is a focus on this for all children. For example, there are many relevant books in the setting, and children enjoy looking at the pictures and answering questions about what is happening. The childminder sings songs with the children, and they sing to themselves while playing independently. The childminder uses assessment tools to highlight any gaps in development. n Children engage in activities to broaden their experiences and build their developing vocabulary. For example, the childminder takes children to the post office to buy stamps after they read a story about a little girl sending postcards to her family. Children mark make on postcards and then discuss taking them to

p.2

need to do better?

the postbox to post. The childminder introduces new vocabulary around this theme. n The childminder holds robust knowledge about how to support children with any possible special educational needs and/or disabilities and promptly highlights any concerns with parents. The childminder implements additional learning opportunities to support with these requirements, and any referrals or external advice is sought quickly. n The childminder takes pride in the relationships that she works hard to develop with families. They share two-way open communication, and the childminder sends photo updates every day. Parents are very happy with the childminder's provision. They say they would recommend the childminder to other families and comment on the varied learning experiences she offers, the progress their children have made while attending and her kind, caring and approachable nature.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n review the organisation of activities so that they do not impact on younger children's daily routines n promote more independence at mealtimes, especially for older children, to ensure that they are fully prepared for their next stages in learning.

p.3

Setting details

Unique reference number 2714743 Local authority Warwickshire Inspection number 10388508 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Rugby, Warwickshire. She operates during term times, from 8am to 4pm, on Tuesday, Wednesday, Thursday and Friday. The childminder holds a relevant level 3 early years qualification. The childminder provides funded early education for children between nine months 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 The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder and children. 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

26 March 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

26 March 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

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

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