Childminder EY474149

Overall effectiveness Good

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

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The provision is good

Children are happy, and they enjoy their time at this welcoming childminder setting. Children show they are very settled and feel safe. They confidently navigate the learning environment, making informed choices about what to do. They are happy to play with their favourite equipment, such as the kitchen, and they show great interest in a toy that someone has brought from home. Even the youngest children can take turns and are learning how to share. The childminder praises their efforts to take turns and play together.

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The provision is good

Children benefit from spending time outdoors in the large garden. They develop and practise their gross motor skills as they use wheeled toys to explore the space. The childminder ensures that children have plenty of fresh air and exercise to contribute to their physical well-being. Together with the childminder, children plant seeds in the garden to grow trees. They develop the strength in the small muscles in their hands as they use digging tools. Children love to play with sand and water, which further develops their fine motor skills and hand-eye coordination as they fill and empty containers. The childminder provides an undercover play space outdoors, ensuring children can access outdoor learning regardless of the weather.

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need to do better?

n The childminder has developed and improved her curriculum since the last inspection. She is working to ensure that children's learning is well sequenced and reflects their interests and motivations. For example, she recognises that children enjoy exploring cars and vehicles, so she builds on this to extend their understanding of colour and size. n The childminder uses her observations of children to plan for their next learning steps. She shares these regularly with parents and displays them in her setting to support her interactions with the children. The childminder provides feedback to parents every day about how children have been involved in learning and which activities and experiences they have enjoyed. n The childminder introduces new experiences for children through adult-led play. For example, she promotes children's awareness of where different animals live. However, on occasions, the childminder plans activities that do not fully support

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need to do better?

children's stage of development. This impacts their learning as they sometimes become disinterested and move away from the play. n Children make good progress in communication and language. The childminder narrates their play to ensure children hear new words in context. She pauses for children to have time to think and respond to her questions and comments. This builds their skill and confidence in listening and speaking. n The childminder ensures that care routines are respectful of children's needs. She takes into account children's individual preferences, and her interactions

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need to do better?

18 September 2025 with them are calm and gentle during nappy changing. However, the childminder does not yet fully support children to become involved in personal care routines, such as hand washing after nappy changing. This limits opportunity for children to develop their understanding of the importance of good hygiene. n The childminder recognises the importance of mark-making opportunities to support children's early literacy skills. For example, she engages children in drawing on a large chalkboard, which helps to develop the muscle control in their shoulders and wrists. This enables children to build the strength and dexterity needed for early writing. n Children's behaviour is good. The childminder calmly supports them in taking turns and sharing the resources on offer. She praises children when they exchange toys, and she models how to cooperate through simple imaginative play. Children respond positively to her expectations, for example, they ensure

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need to do better?

that everyone has a lollipop toy from the kitchen. n Children enjoy simple role play, and the childminder ensures that her learning environment offers them opportunities to develop their imagination. For example, children seek the childminder out as a play partner as they make cups of tea and use the kitchen equipment. This helps to extend children's levels of involvement and concentration as they play together for prolonged periods. n Parents offer positive feedback about the service that the childminder provides. They comment on her friendly and nurturing approach and appreciate how she prioritises children's physical and emotional well-being. Parents also report that the childminder offers support to them with child development challenges, such as establishing sleep routines.

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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 improve planning of adult-led activities to ensure they accurately reflect children's stage of development in order to hold their interest and support their learning even further n strengthen handwashing procedures to help children understand the importance of good hygiene and develop healthy personal care habits.

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Setting details

Unique reference number EY474149 Local authority Warwickshire Inspection number 10381713 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 4 Date of previous inspection 17 December 2024

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Information about this early years setting

The childminder registered in 2014 and lives in Polesworth, Tamworth. She operates all year round, from 7.30am to 6pm, Monday, Tuesday, Thursday and Friday, except for bank holidays and family holidays. The childminder provides funded places for children aged nine months to four years.

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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 childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

18 September 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

18 September 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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