Childminder in Staffordshire

Inspection date 8 May 2019 Previous inspection date 4 August 2014

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n Children share positive relationships with the friendly and attentive childminder. The childminder's home is warm and welcoming. Children are very happy, content and relaxed in her care. n The childminder is a good role model. She plays alongside children to teach them how to play with equipment safely. Children learn to understand what acceptable behaviour is and, as a result, they behave well. n The childminder provides children with a stimulating environment inside and outside. She offers a broad range of activities, resources and equipment. n The childminder uses effective methods to enable her to accurately monitor and assess children's progress. She understands how children learn and is skilled at supporting them in play. Children make good progress in their learning and development. n The childminder continuously develops her knowledge and skills. For instance, she conducts online research and makes good use of networking opportunities with other

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This provision is good

childminders. n The childminder does not consistently focus her teaching precisely enough on helping children achieve their next steps in learning at a faster rate. n The childminder does not gather detailed information from parents about children's existing abilities on entry, to help her form initial assessments and planning more effectively.

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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

n focus teaching more precisely on helping children achieve their next steps in learning in order to help them make rapid progress in their learning n gain further information from parents about children's starting points to better inform the initial assessment and planning of activities.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching in the childminder's home and assessed the impact this has on children's learning. n The inspector sampled documentation, including children's assessment records. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector checked evidence of the suitability of the childminder and members of her household. n The inspector spoke to the childminder and children during the inspection.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder completes regular training to keep her knowledge up to date about child protection issues. She knows what to do in the event of any concerns about a child's welfare. The childminder reflects on her own practice, considering the views of those who use her service. Regular discussions between parents and the childminder help her to make continuous improvements in raising outcomes for children. The childminder tracks children's progress effectively, taking action promptly to minimise gaps in their learning.

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Quality of teaching, learning and assessment is good

The childminder is well qualified and has a good understanding of how children learn and develop. Children enjoy play and develop new skills. For instance, children concentrate well as they explore different magnets and express delight when they observe the effects of magnetism. Babies develop their balance and coordination as they begin to stand and play with low-level activity tables. They thoroughly enjoy pressing buttons and making music with resources to explore new sounds. The childminder supports children's early literacy skills well. She reads stories and encourages children to access books freely. The childminder supports children's language and communication skills well. She models new words to help extend children's vocabulary. Mathematical concepts are introduced to children throughout the day. For example, the childminder talks about size, numbers and shapes as children play.

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Personal development, behaviour and welfare are good

Children benefit from gradual settling-in sessions when they join the childminder. This supports their emotional development well. Children develop a good understanding of their local community. For example, the childminder takes them on visits to the local library and on regular trips to soft-play centres to socialise with children in larger groups. She successfully supports children's physical skills during daily trips to local parks and play areas. The childminder promotes healthy lifestyles well. For example, children benefit from a variety of nutritious snacks.

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Outcomes for children are good

Children are curious and confident learners. They are eager to participate and this positive attitude creates a secure foundation for future learning. Children make marks with chalks and brushes in preparation for early writing. They play with a range of resources and are supported to make choices and follow their interests during activities. Young children are beginning to use mathematical language as they play. For example, children say 'more' when water buckets are empty. Children acquire a range of key skills in preparation for the next stage in their development and the move to school.

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Setting details

Unique reference number EY474605 Local authority Staffordshire Inspection number 10069787 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 2 Total number of places 6 Number of children on roll 6 Date of previous inspection 4 August 2014

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Registers

The childminder registered in 2014 and lives in Rugeley. She operates all year round from 7am to 6pm, Monday to Friday, except for family holidays and two weeks at Christmas. The childminder holds an early years qualification at level 5. Funded early education is offered for two-, three- and four-year-old children.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

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

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