Childminder EY290244

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 develops nurturing relationships with children in this setting, and they receive a warm welcome on arrival. Children recognise their faces on photos as they are well supported by the childminder to secure their picture on the self- registration board. This helps children to develop a sense of connection and belonging as they also learn the names of their friends. Children know that they need to put their slippers on when they arrive, and these simple routines create a smooth transition into the setting at the beginning of each day.

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The provision is good

Children are encouraged to develop independence and resilience as they engage in personal care tasks. They show perseverance, such as preparing their own snacks and fastening their shoes. They interact well with one another because the childminder provides opportunities for children to practise these skills during trips out and group play sessions. As a result, children enjoy spending time with their peers. Even the youngest children develop the skills needed to take turns, and they demonstrate this as they roll the balls down the guttering. Children are keen for their friends to take a turn, and together they giggle and squeal with delight as they try to catch the balls.

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need to do better?

n The childminder implements a curriculum that promotes children's independence and confidence. She prioritises children's personal development through securely embedded hygiene routines. Even the youngest children learn the importance of thorough handwashing as the childminder supports their involvement in their personal care. n The childminder works in close partnership with her co-childminder. Together, they attend training courses that help to extend their professional knowledge and understanding. The childminder also engages in professional discussions with other childminders at groups they attend together. This further supports the development of good practice. n Children develop an awareness of protecting the environment as the childminder teaches them about the importance of recycling. For example, they know to put their tissues into the green recycling bin when they have wiped their noses. This

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need to do better?

encourages children to develop their understanding of the world around them. n Children develop their sense of rhythm and rhyme through joyful singing sessions led by the childminder. She ensures that children can hear the correct pronunciation of the words in the songs, which supports the development of their speech sounds. Children are keen to choose songs from their songbook and make immediate connections between the pictures and the actions of the rhymes. n Children develop strong gross motor skills as they access a broad outdoor

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need to do better?

22 September 2025 curriculum that the childminder skilfully implements. Children manoeuvre trikes at speed across the various levels of the garden. They are careful around other children and pay close, careful attention to babies who are crawling. The childminder praises children's compassion for others. n The childminder plans activities that support children's fine motor skills and hand-eye coordination. For example, she provides tweezers for young children, which helps them develop the strength of the small muscles in their hands. However, on occasion, the childminder interrupts children's concentration by repeatedly asking questions. This does not fully support children in focusing on their chosen task. n The childminder offers a range of opportunities for babies to explore their learning environment. She helps build their confidence by offering a range of coloured blocks for them to explore. This captures their attention and helps to

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need to do better?

encourage babies' hand-eye coordination. n During the morning, children sometimes spend prolonged periods of time sitting at the table while engaged in activities chosen by the childminder. For example, the childminder provides puzzles for children. However, she does not consistently encourage them to select the puzzles they would like to complete. This does not fully support children in making independent choices during their play. n Parents appreciate the caring service that the childminder provides. They comment on the way in which the childminder welcomes children and supports their personal development. Parents are happy that children develop their social interaction skills as they form friendships with their peers.

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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 observe children's play more closely to avoid interrupting while they are focused on an activity or experience, to extend their concentration even further n extend opportunities for children to select resources and make choices in their play to further develop their confidence in making their wishes known.

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Setting details

Unique reference number EY290244 Local authority Warwickshire Inspection number 10407712 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 16 January 2020

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Information about this early years setting

The childminder registered in 2004 and lives in Leamington Spa, Warwickshire. She works with another registered childminder. The childminder operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. She holds an appropriate qualification at level 3. The setting offers 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 spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector viewed the provision and discussed the safety and suitability of the premises. 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. n The inspector observed the interactions between the childminder and children. 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

22 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

22 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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