Childminder in Stoke-on-Trent

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children are happy, safe and secure in the care of the childminder. They form secure bonds with her. However, the quality of the childminder's teaching is not continually strong enough to ensure that children are fully engaged in enjoyable, purposeful play. The childminder does not consistently identify how to adapt teaching to match activities to children's stage of development and individual learning needs. Although children show enjoyment during some large-group activities, younger children quickly become restless because the activities do not accommodate their needs and interests well enough. When children are in the main house, the opportunities for them to lead their play and learning are limited. This means that, at times, children lack motivation and do not make consistently good progress. Some aspects of children's learning are better supported. Children are well mannered and enjoy the company of their friends. They know what is

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The provision requires improvement

expected of them and about the rules to follow to stay safe and consider the feelings of others. They develop confidence, independence and learn to manage their needs for themselves. The childminder supports children's health effectively and promotes good hygiene routines. Children benefit from nutritionally balanced home-cooked meals and healthy snacks. They enjoy the opportunities to be physically active in the large outdoor area where they energetically run, climb and ride bikes.

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need to do better?

n The childminder takes positive steps to keep her knowledge and skills updated. For example, she has plans to develop skills in using sign language to support children who have language delay. She has clear procedures in place for supporting assistants and works closely with her co-childminder. However, her self-evaluation has not been effective enough to recognise where some aspects of her planning and teaching are not consistently good. n The childminder works effectively with parents to monitor children's progress, such as when completing the progress check for children aged between two and three years. However, she does not plan activities that focus sharply enough on what children need to learn next. She does not use the information gained from observation and assessment to consistently plan challenging play experiences for them. At times, the planning and organisation for large-group activities are not

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need to do better?

matched to the learning needs of younger children. The childminder does not make necessary adjustments to respond to children's ideas. This does not support the progress that children can make effectively. n The childminder has a well-resourced playroom and outdoor area. However, she does not provide enough resources or activities that excite and motivate children when they use the main house. At times, children lack engagement, interest and are not able to explore and make their own discoveries.

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need to do better?

30 October 2019 n Children acquire some useful skills that prepare them for their future learning and school. The childminder helps them to develop secure communication and language skills. She works successfully with parents to value the different languages children hear at home and liaises with speech and language therapists. Children enjoy joining in with action songs and rhymes. They develop an awareness of letters and their sounds, and eagerly make marks with chalks. Older children are keen to write their names. Children learn to count and recognise numbers. They talk about the properties of shapes and name them. n Children enjoy opportunities to explore new sensory experiences and describe how the materials feel. They consider what is meant by 'glow in the dark'. They concentrate as they shape malleable materials. This supports their small-muscle skills effectively. n In the playroom, children have opportunities to be imaginative and make links

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need to do better?

from their own experiences. This includes caring for baby dolls and pretending to iron and cook. They label the features of a landscape as they push toy trains around a track. Children learn about the wider world and benefit from experiences to develop an understanding of diversity, such as the different ways that people celebrate festivals. Children enjoy wearing hats and taking on roles from services such as the fire brigade and police. They pretend to be traffic police and tell their friends when to stop and go. Children learn about road safety. n The childminder helps children to develop their emotional awareness. They talk about different feelings and explore why they might feel happy, sad or angry.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of the safeguarding policies and knows about signs that indicate a child may be at risk of harm. She understands the procedures to follow if she needs to seek further help and report any concerns about a child's welfare. The childminder follows safe recruitment processes to check the suitability of assistants. She has effective arrangements and training in place to ensure they are clear about their role and responsibilities. The childminder understands the importance of informing other agencies about allegations and concerns about the conduct of colleagues. She makes careful risk assessment so that children are safe when they are in her care.

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Due date

30 October 2019 strengthen arrangements for the planning of younger children's learning needs to provide each child with challenging learning experiences tailored to their individual needs 30/01/2020

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Due date

improve teaching to recognise when and how to respond to children's emerging interests and provide them with consistently challenging play experiences. 30/01/2020

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should:

n make effective use of self-evaluation to reflect accurately on the quality of teaching and learning and improve outcomes for children n give more consideration to how the learning environments are used to increase opportunities for younger children to lead their play, particularly in the main house.

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Setting details

Unique reference number EY423001 Local authority Stoke-on-Trent Inspection number 10071307 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 to 3 Total number of places 12 Number of children on roll 10 Date of previous inspection 22 June 2015

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Information about this early years setting

The childminder registered in 2011 and lives in Stoke-on-Trent. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays, Christmas and family holidays. The childminder holds an early years qualification at level 3. She provides funded early education for two- and three-year-old children. The childminder works with a co-childminder and assistants.

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Inspection activities

n The inspector completed a learning walk with the childminder across all areas of the setting to understand how the early years provision and the curriculum are organised. n The inspector carried out joint observations with the childminder. n The inspector held discussions with the childminder and interacted with children at appropriate times during the inspection. n The inspector looked at a sample of documents, including evidence of suitability and training. n The inspector took account of parents' views.

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Inspection activities

30 October 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

30 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

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