Childminder in Staffordshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are happy and confident in the setting and behave well. Older children cuddle younger ones affectionately, displaying a warm and friendly nature. They share and take turns. Children form a close attachment to the childminder, which helps children to feel emotionally safe and secure. The childminder attends to children's care needs effectively. For example, she is quick to recognise when children may be hungry or tired and responds promptly. She regularly seeks children's views, such as what they would like to do next.

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The provision is good

The childminder has high expectations for all children. She uses her good teaching skills to build on what they already know and can do. The childminder skilfully adapts activities to ensure that she provides every child with a good level of challenge. All children, including babies, enjoy listening to stories read by the childminder. They snuggle up close and enjoy making animal sounds and pointing to the characters within the book. The childminder focuses on promoting younger children's and babies' early language skills. For instance, she encourages younger children to use simple words in context. She consistently acknowledges babies' babbles. This helps them to learn the pattern of conversation. Children are very independent. Older children are starting to put on their own coats. Babies happily feed themselves. Overall, children develop a positive attitude towards learning.

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need to do better?

n The environment is secure, clean and tidy. The childminder places a strong emphasis on children's safety. For example, she carries out daily checks of her premises to remove any hazards and supervises children well. n The childminder manages children's behaviour well. She is calm, encouraging and positive. Children listen, respond to instructions, and are respectful and polite. n The childminder praises children for their efforts as well as their achievements, which helps to boost their confidence and promote their self-esteem. n The childminder knows the children well and makes accurate assessments of their learning. This helps her to plan challenging and interesting experiences that focus on what children need to learn next. However, she does not consistently provide opportunities for children to develop an understanding of non-gender stereotypes. n The childminder involves parents in the initial assessments of their children to

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need to do better?

help to clearly identify children's learning needs from the start. She has effective systems in place to maintain a two-way flow of information with parents. This helps to foster good continuity of children's learning. n The childminder places a strong focus on promoting children's language skills. She praises children as they repeat new words, such as 'goodness gracious', as

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need to do better?

27 September 2019 children talk about the strong winds and rain outdoors. She acknowledges babies' gestures and babbles, which helps them to understand that their vocalisations are valued. However, at times, the childminder does not always make the best use of opportunities to develop children's critical thinking skills. For example, sometimes, she answers her own questions before giving children time to respond and develop their thinking skills further. n The childminder uses her good teaching skills to help consolidate and extend children's learning, as she enthusiastically joins in their play. For example, she encourages children to count and recognise shapes as they use building blocks to create their own structures. n Children develop independence in managing their own care needs as they wash their hands before snacks and meals. They benefit from fresh air and regular exercise that promotes their physical skills.

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need to do better?

n The childminder is a reflective practitioner who maintains ongoing professional development. For example, she makes good use of personal online research and training opportunities. The childminder has strong working relationships with other childminders and meets with them regularly to exchange ideas and share best practice. This has a very good impact on the learning experiences she offers children. n Parents comment that they are extremely happy with the service provided. They are pleased with the progress their children make and appreciate the warm and friendly nature of the childminder.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is fully aware of her responsibility to protect the welfare of children. She has a sound knowledge of the signs, symptoms and indicators of abuse and the reporting procedures she must follow in the event of a concern about a child. The childminder knows what action to take in the event of an allegation against her. She has an up-to-date knowledge and understanding of the 'Prevent' duty guidance. The childminder knows how to identify and respond to concerns relating to children at possible risk of radicalisation and extremist behaviours.

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should:

n develop children's understanding of non-gender stereotypes to build on their understanding of the world n allow children enough time to think and formulate their responses to questions during play and discussions.

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Setting details

Unique reference number EY549099 Local authority Staffordshire Inspection number 10111281 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 to 8 Total number of places 6 Number of children on roll 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Wombourne, Wolverhampton. She operates Monday to Friday from 7am to 5pm during term time, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and childminder completed a learning walk of the parts of the home the childminder uses for childminding and discussed how the curriculum is organised. n The inspector observed activities and reviewed the childminder's quality of teaching. n The inspector held discussions with the childminder about children's learning and how she reflects on the quality of her service. n The inspector looked at relevant documentation, such as evidence of the suitability of the childminder and the adults living and working on the premises. n The inspector completed a joint evaluation of an activity with the childminder.

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Inspection activities

27 September 2019 We carried out this inspection 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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Inspection activities

27 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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