Culverwell, Sharron

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 offers a warm and welcoming environment and is attentive to children's individual needs. Children build strong bonds with the childminder and respond well to her calm and consistent approach. Good settling-in procedures support children to feel secure when they first begin to attend. Babies sleep peacefully and the childminder checks on them regularly to ensure they are safe and well. The childminder has high expectations for children's learning and behaviour. For instance, she identifies what individual children need to learn next and uses this to plan the curriculum for each child.

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The provision is good

Children independently access resources and lead their own play. They learn about cause and effect as they push buttons and pull flaps to make toys move or make noises. The childminder supports children's literacy skills effectively. For example, children cuddle up to the childminder and enjoy listening to stories. They develop an awareness of words and their meanings as the childminder encourages them to look at age-appropriate books. The childminder uses sounds and single words to support babies' emerging speech. Children enjoy lots of one-to-one attention, which is reflected in their positive attitudes and eagerness to take part in all activities that she provides.

p.2

need to do better?

n The childminder monitors children's overall development well to ensure that any gaps in their development are quickly addressed. She uses her ongoing observations to understand children's level of achievement. She incorporates their next steps in learning into her planning. Children make good progress. n The childminder enhances the curriculum she provides with real-life experiences that follow children's interests. For instance, children enjoy going for walks in their local community and visits to a nearby farm. This helps them to develop an awareness of the wider world. n The childminder knows children well and introduces an awareness of mathematical concepts as children engage in play. For example, children thoroughly enjoy water play; they tip and pour, which helps them to develop an early understanding of volume. They learn that objects either float or sink in water. Younger children become more resilient and are able to take on

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need to do better?

challenges. For example, they attempt to sort a variety of shapes through the correct slots in a box. n The childminder encourages children to lead a healthy and active lifestyle. She supports them to follow good hygiene practices and provides them with healthy home-cooked food and nutritious snacks. Children adopt regular routines that contribute to their healthy habits. For example, they wash their hands before meals and after stroking the dog.

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need to do better?

2 March 2020 n The childminder shares stories with enthusiasm, which sparks children's interest. This helps to support children's growing communication and language skills well. She responds to younger children's babbling and helps to develop their vocabulary. She repeats familiar words in the stories, such as animal names, and children are eager to make animal sounds. Children remain focused and engaged. n Children begin to understand how they are unique. The childminder uses a variety of books and toys to help them discover people and families other than their own. The childminder explores different festivals throughout the year with children. They take part in linked craft activities and enjoy food-tasting opportunities. This helps them to develop an understanding of and respect for others. n The childminder has fostered positive relationships with parents. She regularly shares information and finds out what children have been doing at home.

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need to do better?

However, the childminder does not always gather enough information from parents about what children already know and can do when they first start at the setting. n The childminder evaluates her setting and decides on improvements she would like to make. She seeks views from parents and values their feedback. Parents comment their children are happy in her care and enjoy the wide range of activities she provides. However, the childminder does not make the most effective use of professional development in order to continually build on the quality of her practice and develop her skills and knowledge to the highest level.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has up-to-date knowledge of current safeguarding requirements. She is familiar with local reporting procedures and has a good understanding of her role and responsibilities to keep children safe. The childminder recognises the signs and symptoms that may indicate that children are at risk of harm, including radical and extreme views and behaviours. She has suitable procedures in place and knows how to report any concerns she may have about children's welfare. The childminder undertakes daily checks to ensure her home is safe and secure.

p.3

should:

n obtain detailed information from parents about what children already know and can do when they first begin to attend, and use this information to plan even more effectively for children's learning from the outset n engage in more specific, targeted professional development to enhance the overall quality of practice to the highest level.

p.3

Setting details

Unique reference number EY312868 Local authority Staffordshire Inspection number 10073569 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 12 Total number of places 6 Number of children on roll 10 Date of previous inspection 14 July 2016

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Information about this early years setting

The childminder registered in 2005 and lives in Newcastle, Staffordshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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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 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 feedback provided.

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Inspection activities

2 March 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

2 March 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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