Childminder in Stoke-on-Trent

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy, settled and confident. They explore this environment, safe in the knowledge that the childminder is always close by to support them. Children are keen to join in with activities and eager to learn. The childminder understands when to engage in play with children and when to step back and encourage independent learning. The childminder is a skilful storyteller. She seizes opportunities to engage children by using props. For example, children enjoy gently beating the drum to represent the sound of the 'Gruffalo's' footsteps and pointing to the illustrations in the book. Outdoors, children have many opportunities to make sounds by banging, shaking, tapping or blowing a variety of objects, such as pans, spoons and wooden objects. Inside, babies curiously explore baskets filled with exciting everyday objects to spark their interest. They are fascinated by what they find, showing them to the childminder to identify. The childminder provides

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The provision is good

children with many opportunities to meet with other children of a similar age and develop their social skills. For example, they attend weekly music, dance and singing sessions and the library, where they have become members and borrow books. Children are kind and caring and display a warm and friendly manner. For example, older children squeal with excitement when younger children arrive, greeting them with an affectionate cuddle and kiss.

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need to do better?

n The childminder is a positive role model for children. She has high expectations for their conduct when in her home and when out in the community. She sets clear boundaries for children to follow. Children are beginning to learn about positive behaviour and understand the impact of their actions on their friends. For example, children develop key skills to help them learn how to share and take turns. n Overall, the childminder provides a welcoming and friendly environment for children. She plans a wide range of interesting activities and has lots of toys and resources for children. However some are not easily accessible for children to reach independently. n The childminder understands her role and the importance of promoting children's communication and language skills. She engages with children as they play, sitting close by and asking questions. She seizes all opportunities to introduce new words and encourages children to have a go at using them. For

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need to do better?

example, during play with musical instruments, she names the xylophone, saying that it is a 'tricky word' then breaking it down into syllables for children to attempt themselves. n Parents are complimentary about the childminder and the progress their children make. They value the bonds she has with their children and her commitment and dedication to the children in her care. The childminder provides parents with

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need to do better?

3 October 2019 advice on how they can support their child's learning at home. n The childminder evaluates the provision and includes the views of parents and children to help her identify areas for development. She uses professional development opportunities to ensure her knowledge and skills continually build on the quality of her practice. n The childminder uses information gathered from parents and her own observations and knowledge of children in her care, to plan activities that capture their interests and motivate them. She understands how children learn and is skilled at supporting their uniqueness. Children make good progress and are well prepared for school and the next stage of their learning. n Children receive regular praise and encouragement from the childminder. She knows when to allow children to persevere on tasks without interrupting them and when to provide them with a narrative to support their success. This

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need to do better?

contributes to children's positive self-esteem and self-worth. n The childminder plans good opportunities for children to understand and respect other people's similarities and differences. For example, children enjoy playing with dolls wearing clothing from other cultures and labelling the world map with where they may have originated from. Children learn about different festivals and celebrations from around the world. n The childminder provides a good range of opportunities for children to learn about their local community and nature. For example, they visit the allotment where they grow fruit and vegetables. Children have become familiar visitors to the local retirement centre where they engage in activities with the residents.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is confident to identify and respond to safeguarding concerns in a timely and appropriate manner. She is aware of the wider safeguarding concerns that affect children and their families. This helps to keep children safe. She understands the procedures to follow and attends training to make sure her knowledge is up to date. The childminder carries out daily checks of the indoor and outdoor environments to ensure they remain safe for children to use. All trips into the community are effectively risk assessed by the childminder.

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should:

n review the organisation of the indoor learning environment so that children can access toys and resources independently.

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Setting details

Unique reference number 224580 Local authority Stoke-on-Trent Inspection number 10071301 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 3 Total number of places 6 Number of children on roll 3 Date of previous inspection 13 January 2015

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Information about this early years setting

The childminder registered in 1992 and lives in Stoke-on-Trent. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector completed a joint observation with the childminder. n A range of documentation was looked at, including safeguarding policies, training certificates and children's learning journals. n The inspector observed the interactions between the childminder and the children. n The inspector took account of parents' views through their written comments. n The inspector discussed learning activities and assessed the impact of teaching on children's learning. n The inspector spoke to the childminder and the children at appropriate times during the inspection.

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Inspection activities

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

3 October 2019 3 October 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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