Childminder in Staffordshire

Inspection date

Previous inspection date 3 March 2017 30 January 2013

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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

 The childminder plans activities to help children learn about different events and to promote their keen interest in books. Children celebrate World Book Day. They receive a book from the childminder, eagerly look at the books and talk about how they have shared the books with their parents at home.  Links with teachers at local schools are good. The childminder invites them into her setting to meet children before they move to school and she shares her assessments of children's learning. This helps to prepare children for school and promotes continuity in their future learning.  The environment is exceptionally well organised to meet the needs of babies and to help older children lead their own learning. Babies are able to explore freely within a safe space. Older children choose toys independently from the well-labelled storage.  The childminder stringently evaluates both her own and her assistants practice. They

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This provision is good

have all completed a vast amount of training to help enhance their knowledge and skills. There is a clear plan in place of how the childminder is continuing to develop the setting, including enhancing children's outdoor learning opportunities.  The childminder and assistants have high expectations of children's behaviour. They positively encourage children to use good manners and respect other children. They reinforce these expectations through stories about being respectful to others.

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It is not yet outstanding because:

 The childminder has not yet fully explored all methods to support parents to share what they know their child can already do when they first start.  The childminder and her assistants do not always offer children opportunities during group activities to learn in a variety of different ways that truly challenges them.

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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

 strengthen partnerships with parents and support them more effectively to share what they know about their child's achievements when children first start attending  enhance teaching skills so that children are offered opportunities to learn in highly challenging ways, especially during planned group activities.

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Inspection activities

 The inspector observed the quality of teaching during a range of activities and assessed the impact this has on children's learning.  The inspector spoke to children during the inspection.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder and her two assistants. He looked at relevant documentation and evidence of the suitability of persons living in the household and working on the premises.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

Parents rate the setting highly and are very positive about the care and teaching their children receive. The childminder and her assistants carefully check what progress children make. If children need further support in their learning, they discuss this with parents and signpost them to other professionals. The arrangements for safeguarding are effective. The childminder identifies new safeguarding legislation. She attends local authority network meetings and completes training to further enhance her already strong understanding of how to protect children from possible abuse or neglect. The childminder ensures her assistants have the same expert understanding of how to report concerns about the welfare of children.

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Quality of teaching, learning and assessment is good

The childminder and her assistants skilfully adapt their teaching. This helps to ensure children receive the support they need in their learning, for instance, some children benefit from individual support. As a result, gaps in children's learning, such as communication and language development, are closing. Children's interests are enhanced well. Their fascination of dinosaurs is further promoted through looking at books with the childminder to find out facts about dinosaurs. Children make choices about what to play with and choose toy dinosaurs to act out role play stories. Children's next steps in learning are well planned for and build on their previous learning. The childminder extends children's knowledge about their local community. She takes them on outings to local attractions and introduces them to the different people who live within the community.

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Personal development, behaviour and welfare are good

The childminder and one of her assistants carefully plan menus that are healthy and nutritious and take into account children's feedback on what they like to eat. They use mealtimes to promote children's understanding of different cultures through tasting food eaten from around the world, such as Hungary. Children follow good hygiene routines. They wipe their own nose independently and then wash their hands to remove possible germs. The childminder exchanges information with parents about children's care needs and routines through a daily diary. She uses the information to sensitively care for babies. Children learn how to follow safety rules and keep themselves safe. They are taught how to use scissors correctly when they are cutting paper.

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Outcomes for children are good

Older children are learning the skills they need for school. They recognise letters correctly using magnetic letters and link some letters to familiar words, such as their name. Children have good mathematical skills. They are able to identify different shapes when they make collages, for instance they recognise ovals and triangles. Younger children are keen to join in with activities. They use glue to create pictures using different materials. Children are confident communicators. Those who are developing their communication and language skills are learning how to make noises and babble.

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Setting details

Unique reference number 209565 Local authority Staffordshire Inspection number 1063691 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 13 Total number of places 18 Number of children on roll 25

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Name of registered person

Date of previous inspection 30 January 2013

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Telephone number

The childminder was registered in 1993 and lives in Stafford. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with two assistants. The childminder and one assistant hold an appropriate qualification at level 3. She 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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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