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 Outstanding

p.1

The provision is good

Children have well-established relationships with the childminder and are happy and settled in the setting. They enthusiastically engage in conversations to discuss their favourite activities and to tell the childminder what they would like to do next. The childminder is warm, welcoming and friendly, and she respects the children's choices. Children are kind and caring towards each other and are supported well to resolve any minor disagreements amicably. This develops children's self-esteem and makes them feel valued.

p.2

The provision is good

Children are confident and curious learners. The childminder supports children to practise pouring and filling containers with water. She encourages them to notice when containers are nearly full and this supports good hand-eye coordination. Children are very keen to manipulate dough in different ways. They confidently use familiar words, such as 'splat' and 'squeeze' as they roll the dough in time with the music. They eagerly explore their environment and readily participate in the wide range of activities the childminder provides for them.

p.2

The provision is good

The childminder is enthusiastic in her commitment to ensure children develop the skills they need to progress in their learning. She places a high priority on developing children's speech and communication skills. Children enjoy reading books, singing and participating in action rhymes throughout the day.

p.2

need to do better?

n The childminder plans interesting and engaging opportunities that help children learn about the community in which they live. These include regular visits to stay-and-play groups with other childminders and to local areas of interest, such as the airfield, farm and parks. The curriculum covers all areas of learning and development, reflects children's interests and, overall, helps them progress well. However, there are times when the teaching of early mathematical language and concepts is not matched to children's individual stage of development. n Children have well-developed self-help skills. For example, they show that they are very familiar with the handwashing routine as they competently use the soap dispenser, sing a 'hedgehog' song to promote good handwashing techniques and place the used towels in the correct basket. Children use cutlery to cut fruit and are supported to pour their own drinks into open cups. This shows children

p.2

need to do better?

engage in regular routines that promote their independence. n Children develop a love of books. They independently access a wide range of books in the cosy book corner, in the outdoor teepee area, or when they visit the library. The childminder responds warmly when children bring their favourite books for her to read. Children sit close to the childminder and join in with familiar parts of the story. The childminder is skilled at supporting children's

p.2

need to do better?

4 April 2025 speech and language. She asks questions to develop children's ideas and interests and allows plenty of time for children to think before they answer. These skills will support children as they move on to school. n Partnership with parents is good. Parents state they are extremely happy with the care provided by the childminder. They comment on how the childminder inspires children to 'blossom and grow' and to develop their own personalities. Parents explain how their children are excited to attend the setting and that they regularly sing new songs and rhymes and talk about their daily experiences. n The childminder shows a strong commitment to enhancing her professional development. She regularly attends training and local authority network sessions. Where children attend another early years setting, the childminder develops links to find out more about children's learning opportunities. Children's

p.2

need to do better?

two-year progress records are shared with parents in good time so the assessment can be shared with other professionals. This helps develop a cohesive approach to promote children's learning and development. n Children show kindness towards one another. They play happily together and show concern for their friends when they are upset. The childminder is a good role model. She has a calm approach and speaks to children in a gentle manner. The childminder helps children to recognise and manage their feelings and emotions, which makes them feel safe and supported.

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 enhance the teaching of early mathematical language and concepts to help them match more sharply to each child's individual stage of learning and development.

p.3

Setting details

Unique reference number EY542569 Local authority Warwickshire Inspection number 10391321 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 8 August 2019

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Warwickshire. She operates all year round from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. She provides government funded early education.

p.4

Inspection activities

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 inspector completed a joint observation with the childminder and observed a creative activity. n Children spoke to the inspector during the inspection. n The views of parents were obtained through written feedback. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

p.4

Inspection activities

4 April 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.

p.4

Inspection activities

4 April 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6