Childminder in Stoke-on-Trent

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children feel happy and content in the childminder's care. They settle quickly and choose what they want to play with. They have lots of space to play and a range of resources to choose from indoors and in the secure garden outdoors. The childminder knows what she wants children to learn, which includes helping children to become independent and confident learners ready for school.

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The provision is good

Children develop a positive attitude to learning. They listen and respond attentively and show good levels of concentration. They learn simple house rules and about the importance of being kind, sharing and taking turns. Children confidently join in with songs, rhymes and play musical instruments. Their early literacy and mathematical skills are developing well. They use large chalks to draw pictures and shapes and enjoy counting as they play hide and seek.

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The provision is good

Due to the COVID-19 (coronavirus) pandemic, the childminder does not allow parents to enter the setting, which helps to keep children safe. However, she shares information and pictures electronically with parents to keep them up to date about their child's progress. Parents are happy with the provision. They speak well of the childminder and the progress their children are making. Children feel safe and secure in the care of the childminder and her assistant, and their behaviour is good.

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need to do better?

n The childminder provides good-quality care and learning experiences and children make good progress in their development. She uses her curriculum to plan activities that encourage children to understand the natural world. For example, children have enjoyed looking at the life cycle of frogs and butterflies and are now exploring the world of bees. The childminder joins in the children's play and promotes their learning. n The childminder completes ongoing observations of children's achievements, which helps her to identify any gaps in children's learning. However, when planning and completing activities with children, she does not consistently focus sequentially on what children need to learn next. n The childminder supports children's mathematical development well. Children are encouraged to count at every opportunity and to recognise different shapes. They know the differences between 'small', 'large', 'heavy' and 'light' and are

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need to do better?

beginning to develop simple addition and division skills. n Children show confidence in using language. The childminder encourages children to develop their language skills through singing and taking an interest in books. However, occasionally, the childminder does not take enough action to help children to pronounce letters and sounds clearly.

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need to do better?

15 June 2021 n Children are developing their imaginative play. They play with large boxes and enjoy time in the 'castle'. They prepare drinks in the play kitchen and pretend to make cupcakes, using soft mud. Children demonstrate good physical and hand- to-eye coordination skills as they learn to carefully pour water and juice from one container to another. n Children are encouraged to make healthy food choices to support their development of healthy lifestyles. The childminder helps children to understand where food comes from. Children help to water growing plants in the childminder's garden and they enjoy tasting a wide variety of fruit and vegetables. n The childminder has effective strategies for partnerships with parents. The childminder has adapted well to the COVID-19 pandemic restrictions, particularly with parents' engagement. For example, she offers ideas on how they can support children's learning at home to help provide continuity. Parents speak

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need to do better?

about their children being supported with potty training and how the childminder has built on their skills to become more independent in managing their own personal hygiene needs. In addition, she works well with the local school where some children attend. This helps to support children's care needs and build on their learning consistently. n The childminder and her assistant regularly reflect on their practice, undertake training, and conduct research online. This helps them to continually improve their knowledge and understanding as they strive to provide the best possible experiences for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of her role in protecting children who may be at risk of harm. She is alert to possible indicators of when a child may need help and knows the relevant agencies to contact for guidance. The childminder and her assistant attend child protection training and are aware of the correct procedures to follow should there be an allegation. The premises are secure and the childminder carries out daily checks of the indoor and outdoor environments to ensure that they remain safe for children to use.

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should:

n refine the planning for children's learning, to focus more specifically on what children need to learn next n implement strategies that help children to develop their spoken language and pronounce their words more clearly.

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Setting details

Unique reference number EY556381 Local authority Stoke-on-Trent Inspection number 10190148 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 15 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Stoke-on-Trent. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. The childminder works with her husband, who is registered as her assistant.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The inspector and the childminder had 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 her assistant and children at appropriate times during the inspection. n The inspector looked at a sample of the childminder's documents. This included evidence of suitability and training. n The inspector took account of parents' views through verbal and written feedback provided.

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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

15 June 2021 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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