Childminder in Staffordshire

Inspection date

Previous inspection date 28 January 2016 5 April 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children are excited to be starting school. The childminder works very well with the local school. She seeks information from the teachers about activities and teaching strategies to use with children to help to prepare them for school. Older children's literacy development is promoted well. For example, children are encouraged to recognise letters and pronounce sounds.  The childminder regularly evaluates her practice using the views of other childminders and her local authority advisor. She knows her strengths and recognises areas for improvement. She supports her ongoing professional development through training and networking opportunities. This has enabled her to use new ideas in her planning and teaching to further enhance children's learning.  Younger children's learning and care is promoted effectively. The childminder agrees children's individual needs and routines with parents to provide continuity of care.

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This provision is good

Children's early speech is encouraged as the childminder talks to children as they play. She encourages them to make noises and babble.

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It is not yet outstanding because:

 The childminder successfully monitors the progress children make to enable her to identify any gaps in their learning. However, she is not yet able to fully demonstrate through her monitoring if children are learning in a variety of different ways.  The childminder completes a written summary of children's progress when they are between the ages of two and three years. This information identifies any strengths and concerns and is shared with parents. However, it does not clearly identify what the next steps are in children's learning. This means that parents and relevant professionals are not able to fully support them if needed.

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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

 refine monitoring systems to help identify the different ways in which children learn and use information gained from these to provide an environment even more tailored to their individual learning styles  enhance the assessment made of children's progress when they are between the ages of two and three years to more clearly identify to parents and other relevant professionals what children's next steps are in learning.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector evaluated the childminder's teaching with her.  The inspector held discussions with the childminder throughout the inspection. He looked at relevant documentation, such as self-evaluation and evidence of the suitability of all those living on the premises.  The inspector took into account the views of parents through written comments provided to the childminder.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has attended child protection training and understands recent updates to government guidance. She is able to identify the signs of abuse and neglect. The premises are safe and secure. The childminder completes regular risk assessments of her home and of outings to ensure children's safety. The childminder fully understands all the requirements of the Early Years Foundation Stage. She successfully monitors all aspects of her practice. She has made improvements to her practice using the views of parents. For example, she has used their ideas for trips to develop children's understanding of the wider community. The childminder regularly checks children's level of development across all areas of learning. This identifies if any children are not making the expected progress in these areas. She knows how to seek additional support for those children who may need it, to enable her to

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Effectiveness of the leadership and management is good

swiftly close gaps in their learning. Parents are regularly informed of their children's progress and are able to view children's assessment information at any time.

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Quality of teaching, learning and assessment is good

The childminder is well qualified. She uses her knowledge to plan interesting activities that are well matched to children's learning needs and interests. For example, older children's counting skills are well promoted as the childminder uses a threading activity to encourage them to count beyond 10. Younger children develop their early physical skills as they crawl through tents, attempt to grab balls and begin to walk around furniture. These are all vital skills they need for the next stage in their learning. Children are confident and eagerly explore the environment. Toys and resources are stored to promote easy access for children. The childminder makes the most of the garden to enhance children's learning. Children grow vegetables, fruit and plants. This promotes their understanding of the world and how to care for living things.

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Personal development, behaviour and welfare are good

Children's behaviour is good. All children are able to follow the rules and boundaries the childminder has put in place. They take turns and learn to share with others. Established routines support the care needs of the younger children and help to prepare older children for the school day. Parents provide children with food for meals. The childminder monitors this to ensure it is healthy. Children go on daily walks to get exercise and to promote their good health. The childminder takes children to local playgroups. This enables them to socialise with larger groups of children. Children are learning how to keep safe. They help to tidy up and learn that too many toys on the floor can be dangerous as someone may fall over them.

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Outcomes for children are good

All children make good progress in their learning. Older children are being well prepared for school. They are able to manage their own care needs and are developing their concentration skills. Younger children are supported to learn the basic skills they need for their age. They are becoming sociable. They are confident communicators and have a range of physical skills.

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Setting details

Unique reference number 209580 Local authority Staffordshire Inspection number 865627 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 6 Number of children on roll 13

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Name of provider

Date of previous inspection 5 April 2011

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Telephone number

The childminder was registered in 1998 and lives in Harrieseahead, Stoke-on-Trent, in Staffordshire. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for 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

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Telephone number

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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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