Childminder in Staffordshire

Inspection date

Previous inspection date 29 August 2017 22 May 2014

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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 has worked hard to maintain good standards of teaching and care. Since the last inspection, she has developed strong parent partnerships. For example, parents are now fully involved in the assessment of children's capabilities when they start. The childminder also encourages parents to guide their children's learning at home.  There is a good variety of activities indoors. The childminder plans learning experiences that help the oldest children to learn the skills they need for school. The daily routine is well balanced and gives children opportunities to lead their own learning and join in with adult-led activities.  Children enjoy coming to the childminder's setting. They have a good relationship with her and involve her in their play, such as making sandcastles together.  Children have high levels of self-esteem. The childminder praises them for their achievements. Children are proud of what they do well and are keen to share this with

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It is not yet outstanding because:

 Although, the childminder provides opportunities for children to learn outdoors, the activities are not always rich and varied.  Occasionally, the childminder does not allow children to think for themselves and try out their own ideas.

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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

 provide even more varied learning opportunities for those children who prefer to learn outside  strengthen teaching to allow children to think for themselves, try out their own ideas and explore without distraction or disruption.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held discussions with the childminder. He looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  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

The childminder uses the knowledge and skills gained from professional development to help enhance her teaching. For instance, she is developing further opportunities for children to take and manage appropriate risks in their play. Self-evaluation includes the views of parents and children. The childminder uses this feedback to help shape her practice, including making changes to menus and identifying topics for learning, such as firefighters. Safeguarding is effective. The childminder is knowledgeable about child protection procedures. She has considered potential risks in her home and acts to help keep children safe on outings.

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Quality of teaching, learning and assessment is good

The childminder effectively observes children's achievements, assesses their development and plans for their next steps and interests. She also monitors children's learning to help ensure they are making the expected progress. The childminder works well with staff at other settings children attend, to help promote continuity in children's learning, through exchanging information. She helps children to develop their mathematical and literacy skills. For example, children form letters correctly as they write simple words and match the quantity of items to numerals. The childminder role models to children how to interact with others. For example, she reminds children to listen and wait their turn to speak. This helps to promote their communication and language skills.

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Personal development, behaviour and welfare are good

The childminder manages children's behaviour effectively and teaches children good personal, social and emotional skills. They are well behaved and follow the 'golden rules' of the setting. Interaction between the childminder and children is good. She helps to keep children engaged in their learning by, enthusiastically talking to children about what they are doing. This helps to increase children's concentration ready for their move on to school. Older children have positive attitudes about starting school. One of the ways the childminder promotes this is by talking to them about what school will be like. The childminder promotes children's healthy lifestyles effectively, including encouraging good hygiene and serving nutritious meals.

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Outcomes for children are good

All children make good progress. They are independent and enjoy the responsibility of carrying out small tasks, such as using a knife to cut up a banana for snack time. Children are confident and share their own experiences from home with others. For example, they recall to the group the weather forecast they listened to at home. Children are expressive, they sing songs and number rhymes and use their mathematical skills to count backwards. They are developing good reading skills, including recognising their own name, and the sounds of the letters that make up their name.

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Setting details

Unique reference number EY471375 Local authority Staffordshire Inspection number 1087595 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 4 Total number of places 6 Number of children on roll 1

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Telephone number

The childminder registered in 2013 and lives in Stoke-on-Trent. She all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. She holds an appropriate early years qualification at level 3.

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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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