Childminder 257525

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 content in this caring childminder's home. The childminder is quick to respond to children's needs and provides cuddles for reassurance when needed. She forms strong bonds with children. As a result, children have built firm attachments with the childminder.

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The provision is good

The childminder helps children to develop their communication and language skills. She names colours and objects and uses the topics children are interested in to extend their thinking. Furthermore, the childminder repeats words back to children and challenges them through her interactions. Children enjoy joining in with repeated phrases and singing songs. They use actions and resources while they play and sing with great confidence. For example, when playing with a toy bus, children spontaneously sing 'The Wheels on the Bus'. Additionally, they move their bodies to pretend they are jelly when they sing 'Jelly on a Plate'. This encourages children to make progress in their speech, language and communication skills.

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The provision is good

The childminder supports children's behaviour. She has high expectations and explains to children the difference between right and wrong. The childminder is calm and patient in her approach. Children are kind and helpful towards each other. They follow instructions and use their manners. Children behave well.

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need to do better?

n The childminder has an ambitious, well-sequenced curriculum that reflects children's different ages and stages of development. The childminder plans for children's interests and works with parents to establish children's starting points. The information she gathers helps her to plan for children's learning from the outset. In addition, the childminder supports children's next steps effectively through play. This helps children to make good progress. n Children are developing their physical skills. They squeeze and pat sand and use their fingers to sprinkle it into a big pile. Babies crawl and pull themselves up to standing. Furthermore, children use a range of mark-making tools to draw pictures, and they jump up and down using two feet. This helps strengthen children's muscles and develops their coordination. n The childminder reads stories to children. Children listen carefully as the childminder reads 'The Very Hungry Caterpillar' to them. She supports their

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need to do better?

understanding of stories by using props and story bags. Children use these to recall events. However, the childminder has not considered further ways to maintain children's engagement during story-time sessions. This means that some children do not fully benefit from these experiences. n Children love to explore. They select their own resources to play with. Older children enjoy shaking autumnal items in plastic tubes to hear the different

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need to do better?

25 September 2025 sounds they make. Younger children use egg shakers as they enjoy listening to sounds on interactive toys. Children show they are excited as they press buttons and discover lights. As a result, children are developing their curiosity. n Mealtimes are social times for children. They enjoy the company of their friends and talk to each other with confidence and respect. Children take turns to help themselves to a choice of snack. They enjoy a variety of healthy and nutritious foods, such as strawberries, bananas and rice cakes. However, the childminder does not organise snack time well enough to reduce waiting times for children. As a result, children become unsettled. n The childminder goes above and beyond to support families. Parents speak highly of the support she provides for them. They say she has helped their children to progress in their learning and development. Furthermore, partnerships with other settings are strong. The childminder ensures that

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need to do better?

information-sharing is part of her daily communication with parents and other professionals. This helps to support smooth transitions for children who attend other settings. n The childminder places a strong focus on professional development. She accesses training to further support her teaching. Recent training on understanding the way boys and girls learn, and their play skills, has been utilised well. This has helped the childminder adapt her practice and provision to support and plan more effectively for children's individual learning styles.

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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 implement strategies to help maintain children's engagement during story-time sessions n review the organisation of snack-time routines to minimise waiting times for children.

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Setting details

Unique reference number 257525 Local authority Warwickshire Inspection number 10399581 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 8 Date of previous inspection 6 December 2019

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Information about this early years setting

The childminder registered in 2001 and lives in Kingsbury. She operates all year round, from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides government-funded early education places for children between the ages of nine months and four years.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision and the aims and rationale for the curriculum. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector observed interactions between the childminder and the children. n The inspector spoke to the childminder and the children during appropriate times. n The inspector viewed key documentation on request.

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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

25 September 2025 25 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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