Childminder in Staffordshire

Inspection date

Previous inspection date 3 June 2015 12 September 2011

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Children's learning is very well promoted by the childminder. This is because she understands how children learn and provides stimulating activities which she knows will interest them. As a result, children are motivated learners who develop very good concentration skills.  The childminder prepares children very well for the next stage in their learning, such as school. She does this through developing their skills in literacy, numeracy and independence. In addition, attendance at local toddler groups enables children to learn how to be sociable in larger groups of children.  Children understand how to behave and develop positive values. This is because the childminder is a very positive role model who reinforces good behaviour, through basic house rules and lots of praise and encouragement. Consequently, children's emotional well-being is very well promoted.  The childminder participates in regular training opportunities and childminding forum

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This provision is good

meetings. This keeps her well informed about new initiatives and enhances her skills, enabling her to develop the quality of her provision for the children in her care.  The childminder has a good understanding of safeguarding procedures and takes effective action to ensure the safety of her home. This means that children are safe and secure while in her care.

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It is not yet outstanding because:

 The childminder does not maximise opportunities to involve parents in sharing their children's learning from home.  Information sharing with other settings that children move on to, such as school, is not fully effective.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 obtain information from parents about children's learning at home, and use this information to inform planning to help children make more rapid progress in their learning  improve information sharing with all other settings that children move on to, for example, by sharing information about children's progress to better support continuity of learning.

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Inspection activities

 The inspector observed activities and care routines indoors and outdoors, and spoke with the childminder and children at appropriate times during the inspection.  The inspector observed the childminder carrying out an activity with the children outdoors, and discussed the children's learning with the childminder.  The inspector looked at children's assessment records and a selection of the childminder's policies and procedures.  The inspector checked evidence of the childminder's qualifications and the suitability of all members of her household.  The inspector viewed the childminder's self-evaluation form and discussed her plans for improvements.  The inspector took account of the views of the parents and carers from written information they had provided to the childminder.

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who attend. This is good

Children make good progress in their learning and development. The childminder spends time observing their skills and interests. She uses this information to assess their progress and identify next steps in learning. The childminder shares information about children's progress with parents each day, verbally and through a daily diary. However, opportunities for parents to share with the childminder what their children are learning at home are not yet robust. This means the childminder is not always aware of children's emerging skills, and therefore, does not always plan for their current abilities and interests. The childminder provides a wide range of resources to enable children to make marks outdoors. Children have lots of fun using squeezy bottles of water, large chalks and brushes in water. They draw and make marks on the path and use the brushes to wash the windows, laughing at each other as they splash the water. This helps to develop their

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who attend. This is good

physical skills as they learn to handle a range of different tools. They also develop their literacy skills through the marks that they make. Activities, such as these, help to prepare children with some of the skills they will need when they move on to school.

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good

Children are very happy and confident in the childminder's care. They develop strong attachments with the childminder, playing and giggling happily, and seeking reassuring cuddles when needed. Parents share detailed information with the childminder at the start of care arrangements. This enables her to meet children's individual care needs very well. Parent's state that the childminder plays a huge part in their child's life, and that their child 'Loves the childminder and is always happy to go to her'. They express high levels of satisfaction in the quality of care and the progress their children are making. The childminder provides a wide variety of quality resources, enabling children to make lots of independent choices in their play and learning. Children learn about healthy lifestyles through established hygiene practices, healthy snacks and daily fresh air and exercise.

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provision is good

The childminder has a good knowledge of the safeguarding and welfare requirements. She is very professional and has a range of policies and procedures in place, to promote children's safety and well-being. She carries out risk assessments of her home and for any outings to assure the safety of the children in her care. The childminder is committed to providing high-quality provision for the children in her care. She evaluates her provision, identifying her skills and areas for further development. The childminder values and acts upon the views of parents. For example, she has changed the way she shares children's progress from an electronic system to paper, which parents expressed a preference for. The childminder is willing to work with other professionals involved in children's care, such as speech and language therapists. Partnerships with other settings that children move on to, such as school, are developing. However, information sharing is not yet robust enough

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provision is good

to fully promote continuity in children's learning.

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Setting details

Unique reference number EY344387 Local authority Staffordshire Inspection number 863048 Type of provision Childminder Registration category Childminder Age range of children 0 - 5 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 12 September 2011

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Telephone number

The childminder was registered in 2006 and lives in Stafford. She operates all year round from 8.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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