Childminder EY299010

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

Children are happy and settled in the care of the childminder. There is a homely feel, with many photos that showcase children's time at the setting. Children develop strong attachments with the childminder and her assistants. They have lots of cuddles, and children seek comfort and reassurance when they need it.

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The provision is good

The childminder knows what she wants children to learn. She ensures that she plans experiences to support their next steps in learning. The childminder spends time getting to know children and their families during the settling-in process. She gathers essential information from parents when children first begin attending. This helps to establish starting points for children's learning. The childminder and her assistants have well-established routines for children. Children benefit from regular singing and story times. Children become familiar with many rhymes and songs, and they copy and join in with the actions. They confidently name different animals when they sing 'Old Macdonald had a Farm'. Children have lots of fun making the various animal sounds.

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The provision is good

The childminder and her assistants are good role models, and the children behave well. They take the time to teach children the importance of sharing and being kind to their friends. Children show that they are developing good listening skills. The childminder encourages children to tidy up after activities. Children happily join in and sing the 'tidy-up song'.

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need to do better?

n The childminder and her assistants work well as a team. They attend mandatory training, such as paediatric first aid and safeguarding. They meet regularly and take time to review children's progress. This helps them to plan activities to support children's next steps in learning. n Parents are complimentary about the care their children receive. The childminder shares information about children's progress, including daily conversations and photos. She uses daily diaries for the youngest children to share information with parents. This helps keep them up to date with their child's progress and care routines. n The childminder recognises the importance of working in partnership with other settings. For example, she uses a communication book to share key information about children's learning. Parents comment that she communicates regularly with staff at nearby schools and nurseries. This helps to promote continuity in

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need to do better?

care and learning. n The childminder provides resources in the garden that enable children to develop and practise their physical skills. Children play in the sand, pushing vehicles and using scoops to fill buckets. They enjoy climbing the steps on a

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need to do better?

30 July 2025 slide and using their coordination skills to explore a climbing frame. Children regularly explore the local area. They enjoy daily walks to school and the park. n Children have opportunities to build the small-muscle strength in their hands. Younger children make marks in sand and learn to spread glue with glue sticks. Older children use crayons to make marks that represent letters in their name. n Generally, the childminder develops children's language skills well. She reads stories and sings songs and rhymes. Although the childminder and her assistants play alongside children, they do not consistently extend their discussions and use enough open-ended questions to enhance and extend children's language and thinking skills. n The childminder supports children's understanding of the world. For example, they observe the growth of tomato plants and help look after them. The childminder helps children understand the growing process, explaining that they

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need to do better?

must wait for the tomatoes to turn from green to red before eating them. Also, children learn about the life cycle of a butterfly. Older children sequence the stages and recall observing the butterflies in a cocoon. n The childminder encourages children to make choices and decisions, such as where to play and what to play with. However, sometimes, the childminder does not consistently encourage children's independence. For example, at times, she completes tasks for children instead of letting them have a go themselves.

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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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should:

n further enhance opportunities for children to build on their communication and language skills using more open-ended questions to extend their thinking n offer children further opportunities to develop their independence skills by consistently allowing them to carry out more tasks for themselves.

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Setting details

Unique reference number EY299010 Local authority Warwickshire Inspection number 10407505 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 12 Number of children on roll 11 Date of previous inspection 10 January 2020

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Information about this early years setting

The childminder registered in 2005. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder works with assistants who hold an appropriate qualification at level 2.

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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 The inspector observed the interactions between the childminder and children. n The inspector spoke to the childminder's assistants and children at appropriate times during the inspection. n The inspector spoke to parents during the inspection and took account of their views. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

30 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

30 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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