Childminder in Worcestershire

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

p.1

The provision is good

Children are happy to see the childminder as she greets them on their arrival. Parents provide the childminder with important information that will help the childminder provide the best care for the children. Children settle quickly into the homely setting, where they demonstrate a sense of calmness and confidence to explore their environment. As a result, children feel safe and secure.

p.2

The provision is good

Children enjoy a wide range of experiences with the childminder. They play with cause-and-effect toys such as the musical press button resources and rattle the shakers. They push along and ride on tricycles and enjoy building towers with wooden blocks. The childminder is responsive to children and follows their interests. For example, when children show they are interested in playing hide and seek, the childminder responds to their cues and creates on the spot games. Children engage in sensory play. The childminder talks to children about the texture of sand as they explore it with their hands. Furthermore, she recognises children's milestones. She gives children reassurance and encourages this through the language she uses. For example, as children go from a sitting to a standing position, she says, 'you can do this' and then praises them for their good trying. As a result, children develop their confidence and behave extremely well.

p.2

need to do better?

n The childminder has developed a well-sequenced curriculum for the different ages of children in her care. Children are learning to build on what they already know and can do. As a result, children make good progress in their learning and development. n The childminder provides learning experiences based on children's individual interests. She is responsive to children and actively observes them as they play. For example, when children play with the puppets they jump from one experience to the next. The childminder recognises the children's age and understands they are still developing their attention skills. This demonstrates that the childminder understands how children learn at different stages and how she can support this. n Children are developing their communication skills through playful learning experiences. For example, children benefit from having conversations with the highly skilled childminder. They learn the names of objects they are holding and

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need to do better?

she asks open questions and encourages a response. However, the childminder has not fully considered the organisation of her environment to ensure the resources are easily accessible for all children. So that all children can explore the resources freely and make their own choices in their play. n Children are developing their independent skills. For example, at snack time children select from a balanced and healthy lunch box provided by their parents.

p.2

need to do better?

9 May 2025 However, hygiene practices are not consistently implemented to ensure children's handwashing procedures minimise the risk of cross contamination. That said, the childminder reflects on her procedures for handwashing and accepts feedback to improve her practice very well. n Children are building confidence in their physical skills. The childminder encourages children to achieve their next steps by creating opportunities for them to have a go for themselves. For example, children use their whole hand grasp to pick up small objects and place them into the large cups. This ensures children are developing their fine motor skills. n Children are learning to handle books. The childminder notices when children are showing an interest in books. For example, when children pick up books, she takes these moments to model reading. The childminder encourages children to turn the pages, points out the pictures and names the colours in the book. This

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need to do better?

prepares children for developing their early reading skills. n Parent partnerships are effective. Parents are happy with the support they receive from the childminder. They say their children prosper coming into the home of the attentive childminder. Parents of children new to the setting explain the information shared at transition time from home to the setting and that it had been brilliant, and helped to put their mind at rest. Parents comment on the outdoor experiences children receive through visiting attractions and how this has helped their children to gain new life experiences. n The childminder evaluates her practice and attends training to enhance her own knowledge. For example, she has recently been on potty training and learned new skills to improve her practice and further support parents.

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 interest first.

p.3

should:

n organise the resources more effectively for all children, so that they can independently access them indoors and outdoors n implement handwashing procedures consistently to minimises the risk of cross contamination.

p.3

Setting details

Unique reference number EY298861 Local authority Worcestershire Inspection number 10388175 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 1 July 2019

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Information about this early years setting

The childminder registered in 2005 and lives in Kidderminster, Worcestershire. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a level 3 qualification in childcare. She provides funded early education for all eligible children.

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 and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector.

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Inspection activities

9 May 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

9 May 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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