Childminder EY470432

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

The childminder has made significant improvements since her last inspection. Children are happy and settle well into the activities. They have built close relationships with the childminder and her assistants. Time is spent gathering information from parents about their child. This helps the childminder to plan for their individual care and learning needs. The childminder communicates with parents using an online app. She shares information about children's day, the activities they have been involved in and their ongoing development.

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The provision is good

The childminder creates a curriculum that supports children's development, taking account of their individual starting points in learning. Ongoing observations and assessments identify new skills children are learning and help to identify where additional support is needed. Children benefit from spending time outside in the fresh air. They practise their dressing and undressing as they prepare for outdoor play. Children enjoy using low-level climbing apparatus. They receive lots of support and encouragement and develop confidence to move up and over the small wooden bridge.

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The provision is good

Children play in a calm environment where they access a variety of activities and learning experiences. The childminder recognises and praises children's good behaviour and gives gentle reminders to them about the importance of sharing and taking turns as they play. She explains the importance of waiting for their turn and offers an alternative resource to enable them to continue their play while they are waiting.

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need to do better?

n The childminder recognises the importance of professional development opportunities. She and her assistants regularly access training online to broaden their knowledge and skills. The childminder is supportive of her assistants and continually monitors their practice and ongoing development. n The childminder makes sure that children with special educational needs and/or disabilities receive the support they need. She works with other agencies and parents to meet the needs of the children. n Children are eager to join in with planned activities. They carefully choose which colour tongs they want to use to pick up conkers and pine cones to place into different-sized tin cans. Children learn mathematical language as they choose whether to put the pine cones into a big, small or bigger tin can and count how many they can fit in. The childminder and her assistants ask children questions to encourage their thought processes and encourage their language

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need to do better?

development. However, they do not always give children time to think about what they have been asked, formulate their response and reply before asking

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need to do better?

29 September 2025 another question. n The childminder helps younger children to build their levels of concentration. She introduces different resources for children to make marks. For example, she adds cars and small vehicles into a tray of different-coloured paints. She encourages them to move the cars through the paint, mixing the colours and making different patterns. n Children's health and well-being are supported. They follow good hygiene routines throughout the day, washing their hands at appropriate times. Children enjoy freshly prepared meals that take account of their dietary needs. Children develop independence as they learn to cut their fruit safely at snack time. n Communication between parents and the childminder is good. Parents are happy with the service provided and the learning opportunities available to their children. n Children learn about the world around them. They enjoy activities that build

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need to do better?

their awareness of different cultures, celebrations and events that take place during the year. Resources support children's awareness of similarities and differences and families and traditions that are different to their own. n Children develop dexterity. They use small tools, such as spoons, rakes and spades, to fill containers with sand, carefully turning them over and tapping the container to make sandcastles. Children use a variety of different-coloured paints. They enjoy painting pictures of the childminder and explain that they have given her seven arms, one eye, one nose and lots of hair. n Younger children enjoy different sensory experiences. They take time to run their hands up and down a wall of sequins, changing the colour from silver to red. Children use spoons and their hands to pick up dried rice and watch as it trickles through their fingers.

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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 children with the time to think about questions that they have been asked, formulate their response and reply.

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Setting details

Unique reference number EY470432 Local authority Coventry Inspection number 10415553 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 18 Number of children on roll 28 Date of previous inspection 24 June 2025

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Information about this early years setting

The childminder registered in 2013 and lives in Coventry. She operates all year round, from 7am to 5.30pm on Monday and Wednesday, and from 7am until 6pm on Tuesday, Thursday and Friday, except for bank holidays and family holidays. The childminder works with assistants and receives early education funding.

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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 inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector talked to the childminder's assistants at appropriate times during the inspection and took account of their views. 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 childminder and the inspector carried out a joint observation. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector.

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Inspection activities

29 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

29 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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