Childminder EY544136

Overall effectiveness Requires improvement

The quality of education Good Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

The childminder understands her responsibility to safeguard children. However, she is yet to put in place systems to ensure that she is recording safeguarding information about children in an effective way. That said, the childminder maintains high standards in her setting, ensuring that it is clean and well organised. She creates a safe and inviting environment where children can easily choose and access resources. Children enjoy engaging in small tasks, such as helping to tidy up, which fosters a sense of responsibility. As a result, they are extremely happy, relaxed and confident in this nurturing setting. The childminder creates a positive environment to prepare children for school. Children confidently enter and take off their shoes and coats independently.

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The provision requires improvement

The childminder plans a variety of activities that offer rich learning experiences. For example, children have recently seen and held newborn lambs. The childminder extends children's learning to teach them about spring, growth and caring for animals. The childminder promotes strong relationships and models how to be kind to others. Children are confident and want to share information about themselves. For example, when children arrive with a balloon, they want to share their experience of going to a party. There is an excitement and buzz when new children arrive, and they are instantly welcomed to join in building towers.

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need to do better?

n Overall, the childminder's safeguarding is effective. She has grown in confidence the more experienced she has become in addressing safeguarding concerns. However, the childminder does not yet record safeguarding information in an effective way to ensure that she is able to monitor, track, notice patterns and share accurate information with other professionals to meet the needs of all children. n The childminder uses the outdoors to shape her unique curriculum and create enthralling teaching opportunities. The childminder understands the impact that being outdoors in the fresh air has on children's well-being and mental health. The childminder encourages outdoor play to help children stay active and healthy. For example, she teaches mathematical concepts such as length by using sticks and comparing different sizes. n Through taking the children on regular trips and visits, the childminder helps them learn new concepts and language in a fun and interactive way. The

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need to do better?

childminder asks children to observe the world around them, thinking about similarities and differences. For example, when looking at an exhibition about travellers, children learn about the past and present. They learn that people's homes look different and that some people live in a caravan and stay warm through making fires. The childminder supports children in developing a sense of

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need to do better?

26 March 2025 belonging in society. She teaches them to be polite and follow rules when they are out in public. n The childminder attends regular training to stay updated. She knows the children well and is proud of the progress they make. The childminder has a strong understanding of child development and knows what to work on next with all children. She uses developmental checks and regular conversations with parents to share concerns and achievements. n Children with special educational needs and/or disabilities (SEND) make good progress. Through careful monitoring and assessment, the childminder is able to identify needs quickly and ensure that children get the necessary support. The childminder works well with parents and external professionals to support children with SEND effectively. n The childminder supports children to be independent but also to know that they can ask her for help. When children struggle to open play dough lids, rather than

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need to do better?

doing it for them she talks them through it, and they celebrate with an 'I did it!' when it opens. Older children are mindful of their younger peers and help them to carry out simple tasks. However, there are times when the childminder intervenes too quickly and does not provide children with time to resolve minor issues by themselves. For example, when children want the same toy, the childminder will find more toys, rather than encourage turn taking or sharing.

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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.

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Due date

maintain accurate records of safeguarding concerns to ensure that information can be shared with other agencies if needed so that children's needs are met. 02/05/2025

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should:

n provide children with time to resolve minor issues by themselves before intervening.

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Setting details

Unique reference number EY544136 Local authority Worcestershire Inspection number 10392411 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 3 Number of children on roll 6 Date of previous inspection 21 August 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Worcester. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for all eligible children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The childminder spoke to the inspector about the children's learning and development, with a particular focus on physical development. n The children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The inspector observed the interactions between the childminder and the children.

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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

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