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 Met

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The provision is good

The experienced childminder warmly welcomes children into her inviting home. Children are relaxed and comfortable in her care and confidently explore their surroundings. Children enjoy an effective balance of adult-led and child-initiated learning opportunities. As a result, they make good progress during their time with the childminder. Children develop strong attachments with the childminder. They receive lots of cuddles, sensitive reassurance and high levels of individual attention. This helps them to feel safe and secure in her care. Children display positive behaviour. They show good levels of involvement and concentration, and follow the clear instructions given by the childminder. Children have exciting opportunities to develop their physical skills and learn about nature and the natural world. They have lots of fun taking part in woodland walks, climbing trees, collecting sticks and looking for birds. They learn how to keep themselves safe and how to cross the

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The provision is good

road. Children have opportunities to mark make which helps to support their early writing skills. Children clap proudly at their achievements and welcome the abundance of praise they receive from the childminder. This helps children to feel valued and to raise their self-esteem.

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need to do better?

n The childminder observes children as they play to identify what they know, understand and can do. She uses this information alongside discussions with parents to inform her of what children need to learn next. However, strategies to assess and track children's progress do not consistently detect gaps in learning to better inform teaching and achieve even higher developmental outcomes. n Children are supported to develop an awareness of the world around them. They take part in daily outings within the local community. For example, they have lots of fun visiting the library and toddler group. These experiences help children to build their social skills and encourage them to develop wider relationships. n The childminder provides children with a range of enjoyable experiences that support their understanding of different countries, cultures and celebrations. For example, children have fun using chopsticks and making masks when they learn

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need to do better?

about Chinese New Year. n Children are supported well to develop a love of books. They enjoy singing popular nursery rhymes and freely express themselves as they move to the music. Children experiment with musical instruments and practise their hand-to- eye coordination as they hit and tap on a drum. n Children have opportunities to act out real-life experiences. For example, they pretend to carefully feed dolls with a bottle and put them into a pushchair. Children show an interest in early technology as they use age-appropriate cause- and-effect toys. n The childminder regularly meets with other childminders in the area to share

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need to do better?

26 February 2020 ideas and good practice. She researches key information and reads widely to help extend her professional development. However, she does not swiftly identify areas of training that focus sufficiently on raising the overall quality of teaching to an even higher level. n The childminder acts as an excellent role model to the children. She speaks calmly and respectfully to the children. She asks a range of open-ended questions and engages children in meaningful conversations. She regularly introduces new words as children play. This helps children to develop their communication and language skills. n The childminder establishes positive relationships with parents. She finds out children's needs and abilities before they start. This helps the childminder to provide continuity in their care and learning. n The childminder shares a range of information with the parents on the care their children have received during the session. She keeps them informed on their

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need to do better?

child's progress and encourages parents to extend their child's learning at home. Parents speak highly of the childminder. They say she is 'warm and friendly' and they could not have asked for a better childminder for their children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder displays an excellent understanding of her responsibilities to protect children's well-being. She has a robust knowledge of the possible signs and symptoms that could indicate a child is at risk of abuse and neglect. She has comprehensive policies and protocols in place and understands procedures to follow if she has any concerns over a child's welfare. The childminder has a clear understanding of wider safeguarding concerns, including children being drawn into extreme situations. The childminder is qualified in paediatric first aid. She carries out risk assessments of her home and when taking children on outings to ensure children's safety at all times.

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should:

n refine strategies to assess and track children's progress to effectively identify gaps in their learning, to achieve even higher outcomes for children n develop the use of self-evaluation to identify a more targeted plan for professional development to increase knowledge and teaching to the highest level.

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Setting details

Unique reference number 210090 Local authority Staffordshire Inspection number 10115927 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 17 Total number of places 5 Number of children on roll 9 Date of previous inspection 13 January 2015

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Information about this early years setting

The childminder registered in 1994. She lives in the Kidsgrove area of Stoke-on- Trent, Staffordshire. The childminding provision operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector and the childminder completed a learning walk to understand how the early years provision and the curriculum are organised. n The quality of teaching and the impact on children's learning was observed and evaluated by the inspector. n The inspector held discussions with the childminder at appropriate times during the inspection. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through written testimonials.

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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

26 February 2020 26 February 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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