Greensall, Joanne Dawn

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

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The provision is good

The childminder offers a warm and welcoming environment for the children she cares for. All children are happy, settled and confident as they explore her home. The childminder interacts with children positively and is responsive to their needs. For example, she offers a cuddle when a child begins to cry and gives verbal reassurance. This supports children to feel safe as their emotional needs are met. The childminder gives regular reminders of behaviour expectations and children behave well. Children understand and follow the daily routines well. For example, they help to tidy up, prepare for lunch and settle for 'quiet time' quickly. This provides a predictable and secure environment for children and promotes positive behaviour and their overall well-being.

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The provision is good

The childminder has a good understanding of what she wants the children to know and do and how to support them in making progress. She provides children with a wide variety of activities that support them to develop across all areas of learning. For example, children strengthen their core muscles by swirling in a balance chair and they develop problem-solving skills when they explore transporting rice. The childminder regularly takes the children out into the local area. They visit the park, enjoy walks through the trees and visit the horses at the local ranch. This helps children to develop their understanding of the world around them.

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need to do better?

n The childminder uses developmental milestones to help her to assess children. If she identifies any gaps in learning, the childminder implements strategies to help children. For example, she develops children's speech and language in playful ways. This helps children, including those with special educational needs and/or disabilities (SEND), to make the best possible progress. n The childminder talks to the children about what they are doing and asks them questions to extend their understanding. However, occasionally, she does not give children sufficient time to reply before she provides the answer or asks another question. This limits children's opportunity and ability to express their own thinking. n The childminder promotes children's personal and social development well. She encourages children to see themselves as individuals as she addresses them by name and talks to them about their thoughts and opinions. She plans activities

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need to do better?

that require children to share and take turns and supports them to do this. This helps children to develop a positive sense of identity and socialise with other children. n Developing children's vocabulary is a priority for the childminder. She gathers detailed information about the words that children know and plans ways to extend their language. For example, she plays word card games with the

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need to do better?

8 July 2025 children and reads to them daily. This supports children to expand their vocabulary. n The childminder weaves mathematical concepts throughout play. For example, when placing play food onto a tray she asks children to find different shapes and when playing with hula-hoops she comments on their colours. This supports children to develop their understanding of shape and colour. n Children have lots of opportunities to engage in imaginative play. For example, children serve food and drinks in the play kitchen, style hair on a styling head and drive and ride in a large cardboard box that has been made into a vehicle. This encourages children to act out their experiences and explore their ideas about the world. n The childminder evaluates her practice and the service she provides. She accurately identifies strengths and areas for further development. She has ambitious plans to improve the quality of the environment. The childminder

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need to do better?

attends all mandatory training and accesses some additional professional development opportunities. However, she does not regularly identify and engage in training opportunities that would help raise the quality of children's learning and development even further. n Parents are extremely happy with the service the childminder provides. They feel that their children are happy at the childminder's home and that they make excellent progress in their learning and development. They say that the childminder goes 'above and beyond' to offer parents support and guidance on how to support their children at home. They would all recommend the childminder to others.

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 give children more time to process their thoughts during conversation with them and when asking them questions n explore training opportunities, to help raise the quality of teaching and learning even further.

p.3

Setting details

Unique reference number EY423420 Local authority Warwickshire Inspection number 10398665 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 7 Date of previous inspection 5 November 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Nuneaton, Warwickshire. She operates all year round, except for bank holidays and family holidays. Sessions are available Monday to Friday from 7.30am to 5pm. The childminder provides funded early education for eligible children.

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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 Children spoke with the inspector during the inspection. 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 spoke to the inspector about how she supports children with SEND. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with key documentation.

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Inspection activities

8 July 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

8 July 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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