Childminder in Staffordshire

Inspection date 27 June 2019 Previous inspection date 2 February 2015

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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 The quality of teaching is good. The childminder has a structured approach to assessing children's achievements. Subsequently, children's stage of development is easily determined and regularly shared with parents. n Children behave well. The childminder acts as a positive role model and sets clear boundaries for children to follow. This helps children to manage their feelings and behaviour effectively. n Older children are extremely eager to learn and participate happily in self-initiated play activities, showing high levels of concentration. Babies are curious and show an enthusiastic interest in their surroundings. n Children enjoy using chalks and crayons to make marks and are proud of their achievements, which they eagerly share with the childminder. n Children develop strong emotional attachments with the childminder. This helps them to feel secure and confident to express their ideas and feelings and to feel good about

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This provision is good

themselves. n The childminder teaches children about why it is important to have a healthy diet. She gives children clear messages throughout the day. For example, she encourages them to try a range of fruit at mealtimes and take regular drinks of water to keep themselves well. n The childminder provides planned daily activities for children's learning. However, she does not fully identify challenging targets for development. This means the time spent on a particular activity can result in loss of interest and concentration.

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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 apply different strategies to engage children in focused activities to get the best possible outcomes for their learning.

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What the setting needs to do to improve further

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

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a robust knowledge and understanding of her role in the prevention, or early identification of abuse and neglect. She carries out effective risk assessments to ensure that children are safe in her home. Strong partnerships with parents are developed from the outset. The childminder makes sure information is regularly shared with parents. For example, she has daily discussions with them and shares children's assessment folders regularly with them. The childminder is reflective and committed to enhancing her provision. She uses self-evaluation to monitor her progress and identify targets for ongoing improvements. The childminder maintains her knowledge and development. For example, she reads online resources and makes good use of networking opportunities with other childminders.

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Quality of teaching, learning and assessment is good

The childminder understands how children learn and is skilled at supporting their interests. She uses effective methods to accurately monitor and assess children's progress. Children use their imaginative skills as they take on the role of the adult. For example, they make the childminder a pretend cup of tea and water her plants. The childminder helps to promote children's language skills well. She provides a running commentary as children play and initiates purposeful discussions. She encourages younger children to develop their mathematical skills in daily activities. For example, she counts with children and helps them learn about shapes and sizes.

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Personal development, behaviour and welfare are good

The childminder obtains important information about children's starting points from parents. She uses the information to inform her early assessments of children's progress. Children thrive in the welcoming and stimulating environment which is organised to support children's learning and development. The childminder helps children to respect any differences and to be kind to each other. For example, children learn about a range of festivals, and resources are used well to teach children about similarities and differences. The childminder is always close by to offer reassurance and cuddles as they need. She plans regular opportunities for children to take managed risks in their play, such as when they use the climbing and balancing equipment in the garden and when they visit local parks and cross roads.

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Outcomes for children are good

Children are confident and keen to learn. All children make at least good progress from their starting points. Children acquire the skills that prepare them well for the next stage of their learning and the eventual move on to school. Children are progressing well in their personal, social and emotional development. They display independence, confidence and self-awareness as they choose their own play and recognise their interests. Children develop good literacy skills. For example, they enjoy sharing books and use storytelling props well. They learn to recognise their names and practise their early writing skills.

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Setting details

Unique reference number EY317919 Local authority Staffordshire Inspection number 10071270 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 0 - 15 Total number of places 6 Number of children on roll 12 Date of previous inspection 2 February 2015

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Registers

The childminder registered in 2006 and lives in Codsall, Wolverhampton. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education 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

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Registers

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Registers

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Registers

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