Childminder EY278313

Overall effectiveness Good

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

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The provision is good

Children are happy, confident and settled in the childminder's home. Children approach the childminder for reassuring cuddles, demonstrating that they feel safe and secure in her care. This contributes to their sense of well-being. The childminder uses stories and songs to promote children's language skills. For example, when sharing books about farm animals, she repeats the names of animals for children. Young children happily respond, attempting to copy the childminder's words. Children excitedly make 'quack, quack' sounds as the childminder names the duck. This interaction supports children's early communication skills and encourages their enjoyment of books.

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The provision is good

Children behave well in the childminder's home. She is a positive role model. The childminder maintains high expectations for children. She actively encourages good manners, reminding children to say please and thank you. The childminder provides encouragement to guide children's behaviour, such as praising children when they take turns and share the toys they play with. This builds children's confidence and self-esteem.

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The provision is good

Children have many opportunities to learn outside. They enjoy daily trips to local parks and playgroups. The childminder uses these opportunities to help to build on children's physical development and love of the outdoors. Furthermore, they enable children to develop their emerging social skills and make new friendships. The childminder promotes children's independence. For example, children learn how to put on their coat and shoes, and develop their personal hygiene skills. This prepares children well, building their self-esteem and confidence in readiness for starting school.

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need to do better?

n The childminder has made improvements to her provision since her last inspection. She uses risk assessment appropriately to keep children safe and secure while in her care. The childminder completes daily checks of her home and garden to facilitate this, ensuring that they are safe and suitable for children. This promotes children's health and well-being. n The childminder implements a curriculum designed to promote children's development and enjoyment in all areas of learning. She uses information provided by parents and carers and her observations of children's learning, to identify and plan what children need to learn next. Continuous assessment of children's learning enables the childminder to swiftly recognise any gaps in their learning. She demonstrates a clear understanding of how and when to engage the support of additional professionals to support children. n The childminder recognises the importance of working together with other

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need to do better?

23 September 2025 professionals to support the children in her care. She works in partnership with additional agencies and other settings attended by children. The childminder shares information to meet all children's needs. This promotes continuity of care and a smooth transition for children, as they move between settings. n The childminder guides and supports children's learning. However, on occasions, she provides too much help. Older children do not always have enough thinking time to respond to her questions, before the childminder shares her views. This does not fully support children to develop their independent thinking skills. n Children learn about the world around them, discovering how the foods they eat are grown. For example, children grow strawberries and recognise when they turn red, they are ready to eat. The childminder talks to children about how the foods they eat are good for them and help them grow. This supports children's

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need to do better?

well-being and knowledge of making healthy choices. n The childminder motivates children to learn through engagement in imaginary play, expanding their knowledge of the world. For example, children role play being doctors and caring for the childminder. They listen to her heart and pretend to administer medicine, to help her feel better. However, at times, the childminder is unaware of how younger children fail to access and participate in the activities the older children enjoy. This does not fully promote children's learning. n The childminder reflects upon her provision and practice, evaluating her knowledge frequently. She engages in purposeful training to develop her skills. For example, the childminder attends training to raise her awareness of how to support children with special educational needs and/or disabilities (SEND). This impacts positively on the outcomes for children with SEND. n The childminder understands the importance of working in partnership with

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need to do better?

parents. She keeps parents well informed about their children's daily activities through regular discussions. The childminder offers advice and guidance to support children's learning at home and to support continuity of care.

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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 provide more opportunity and time for children to respond to questions, to further develop their thinking skills n adapt and develop planned activities to ensure that all children have opportunities to participate, to fully promote their learning.

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Setting details

Unique reference number EY278313 Local authority Warwickshire Inspection number 10409267 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 3 Date of previous inspection 15 May 2025

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Information about this early years setting

The childminder registered in 2004 and lives in Stratford-upon-Avon. She operates her childminding provision from 8am to 5.30pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder provides government funded childcare for eligible children.

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Inspection activities

n The childminder showed the inspector her home and garden. She discussed how she ensures that they are safe and suitable for children. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims of her curriculum. n Children interacted with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector reviewed relevant documentation.

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Inspection activities

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

23 September 2025 23 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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