Childminder EY371593

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

The childminder provides a welcoming and safe environment in which children learn and flourish. They are happy, content and inquisitive. The childminder organises her setting well to meet the needs of the individual children who attend. There is space for children to explore the available resources as they make choices about what they would like to play with next. This helps to support their growing independence. Children have secure attachments with the kind and caring childminder, and they enjoy their time with her. They are confident and persevering, all the while being praised for their efforts. There are age-appropriate storybooks that children may choose to read at any time. The childminder encourages children to count and to name shapes and colours as they manipulate play dough and other materials. Children compare farm animals that are big or small while they play, which helps to support their growing mathematical

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The provision is good

development. Children make good progress. They listen carefully to the childminder and their behaviour is good. Children receive plenty of warmth and affection, and the childminder meets their emotional and physical needs well. She is committed to her role and wants all children in her care to succeed.

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need to do better?

n The childminder takes time to settle new children into the setting and finds out a range of information from parents before children start. For example, she asks parents about children's routines, likes and dislikes and what they can do. She uses this information to support children's learning from the beginning. The childminder promotes a continuous two-way flow of information with parents to help support their children's learning at home. n The childminder regularly observes children's learning. This helps her to get to know their individual interests and find out what they know and understand. She assesses their development and plans a wide range of activities that interest and motivate young children to learn. For example, they enjoy investigating what they can do with different types of pasta. Children learn about the world around them as they enjoy outings in the local community, such as going for a nature

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need to do better?

walk, to the shops or the library. n The childminder supports children's communication and language development successfully, for example, by modelling words and extending their vocabulary. She builds on children's confidence to solve problems, for example when she asks them questions about their play. However, occasionally, the childminder does not ensure children have sufficient time to think through and respond to her questions. n Children concentrate well from an early age and in particular when they snuggle with the childminder to listen to a story. They anticipate what might happen next and demonstrate they thoroughly enjoy the story as they develop their

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need to do better?

27 January 2020 literacy skills. n The childminder is a positive role model. She provides guidance and effective strategies to promote children's positive behaviour and well-being. For example, she has clear rules and boundaries and encourages children to consider how their behaviour may have an impact on others. Children are beginning to learn about the importance of healthy lifestyles. The childminder encourages children to make healthy eating choices at mealtimes. n The childminder regularly reflects on her setting and seeks the views of parents and children. She works closely with local authority advisers to evaluate her provision. The childminder has established good partnership working with other professionals, including the local school, to give children the support they need. n The childminder has kept her statutory training up to date. She has attended various training sessions to make sure children are kept safe. She works with

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need to do better?

other childminders in the local area to share ideas and good practice. However, the childminder's continued professional development is not focused closely enough on what will help to further improve her teaching to an even higher level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder regularly updates her safeguarding knowledge. She has broadened her understanding of wider safeguarding issues, such as protecting children from extreme views and behaviours. The childminder implements a range of policies, procedures and records that help to safeguard children. She has a secure knowledge of the signs and symptoms that a child may be at risk of abuse and knows who to contact in the event of a child protection issue. She ensures children are continuously supervised while in her care and completes daily checks on her home to identify and eliminate any potential risks.

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should:

n establish a targeted plan for professional development, to increase knowledge and skills further and raise the quality of children's care and learning to a higher level n provide children with the time that they need to think through and respond to questions.

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Setting details

Unique reference number EY371593 Local authority Stoke-on-Trent Inspection number 10071305 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 2 to 2 Total number of places 6 Number of children on roll 1 Date of previous inspection 17 February 2015

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Information about this early years setting

The childminder registered in 2008 and lives in Stoke-on-Trent. 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 qualification at level 3.

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Inspection activities

n The inspector and the childminder completed a learning walk across all areas of the setting to understand how the early years provision and the curriculum are organised. n A joint evaluation of an activity was carried out by the inspector and the childminder. n The inspector held discussions with the childminder and spoke to children at appropriate times during the inspection. n The inspector looked at a sample of the childminder's documents, including evidence of suitability and training. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

27 January 2020 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 January 2020 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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