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 and form secure attachments with the childminder, who is friendly and nurturing. However, the quality of the childminder's teaching does not consistently help the youngest children to engage in meaningful and age- appropriate play experiences. Young children follow instructions and listen attentively to what the childminder says. However, they do not have sufficient opportunities to make decisions and lead their play when they are in the main house. At times, their learning is not supported well enough and they lose interest in activities. Children do not make the full progress they are capable of. That said, some areas of children's learning are better supported. The childminder supports children's behaviour and emotional awareness effectively. Children display excellent manners and are considerate towards each other. They interact well with their friends and learn to share and take turns. The childminder helps them to develop

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The provision requires improvement

an awareness of their feelings. Children learn about keeping themselves safe and well. They know why they must wash their hands after using the toilet and talk about germs. Children enjoy nutritionally balanced home-made food and healthy snacks. The childminder provides children with many opportunities to be physically active. They enjoy riding bikes energetically and know when to stop and go at toy traffic lights. This helps them to develop a good awareness of road safety.

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need to do better?

n The childminder reviews the quality of her provision and completes regular training. Recent training has helped her to consider how to support boys' learning. However, the monitoring of her practice not been effective enough to help her to identify where she has not maintained good-quality practices relating to curriculum planning and teaching. The childminder has appropriate arrangements in place to support her assistant and works closely with her co- childminder. n The childminder engages parents well in children's learning and regularly exchanges information about their needs. n The childminder monitors children's progress and identifies some aspects of their learning that require support. However, this is not comprehensive enough to help children to make consistently good progress. The childminder does not recognise where some aspects of children's development need to be targeted precisely, particularly when planning activities for children at different stages in

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need to do better?

their learning. For example, she helps children to learn about colours and shape names. However, she does not consider the different ways that young children learn. This means the childminder is not fully effective in helping young children to build their knowledge and understanding and helping them to apply this in different situations. n The childminder does not adapt her teaching to follow children's spontaneous

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need to do better?

30 October 2019 play ideas, especially when children play in the main house. Although she has a well-resourced outdoor area and playroom, the provision for children when they use the main house is less exciting. She does not organise this learning environment as well as possible to motivate children to make decisions in their play. Consequently, the childminder does not support children fully to make as much progress as possible and, at times, they lose interest and lack engagement. n Although there are some aspects of the childminder's practice that require improvement, children acquire some useful skills that prepare them for their future learning and school. They develop secure communication and language skills. For example, older children clearly describe the textures of sensory and malleable materials. Younger children learn new words and how to combine these to form sentences. They enjoy singing songs and recall actions. The

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need to do better?

childminder values the languages families speak at home. She consults with speech and language therapists to identify how she can help children who have language delay. n The childminder provides regular opportunities for children to develop their mathematical understanding. Children confidently talk about shapes and their properties. They know names for shapes, such as 'pentagon' and 'hexagon'. They learn to recognise numbers and say number names in order. Younger children know that counting can involve pointing at objects. Children learn that marks can communicate meaning and eagerly practise writing their name. They link some letters to sounds correctly. n The childminder helps children to become independent and they happily complete everyday tasks for themselves, such as dressing, undressing, managing their personal care routines and using appropriate equipment at mealtimes. They develop their sense of responsibility and offer to help with

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a suitable understanding of safeguarding matters and knows how to identify concerns about a child's welfare. She understands the procedures to follow if she has concerns about a child's welfare and knows how to seek advice. The childminder follows safe recruitment processes to check the suitability of the assistants. She provides them with guidance and training so they are clear about their role and responsibilities. The childminder understands the importance of reporting any concerns about the conduct of colleagues. She ensures that children can play safely and makes careful risk assessments.

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Due date

strengthen arrangements for the planning of children's individual learning needs to help them to build on what they know and can do and challenge them in their learning, especially for the youngest children 30/01/2020

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Due date

improve teaching to help identify when to adapt and adjust activities to motivate and excite all children in their play and provide them with consistently challenging play experiences. 30/01/2020

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should:

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

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Setting details

Unique reference number EY423298 Local authority Stoke-on-Trent Inspection number 10071308 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 provides funded early education for two- and three-year-old children. She 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

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 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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