Danielle Riley

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

p.1

The provision is good

Children have lots of fun with the friendly childminder. Children and babies are supported well to settle into the childminder's home. They receive an abundance of cuddles and reassurance from the loving and caring childminder, which helps to support their growing self-esteem. Children are supported particularly well to develop kindness and empathy. For example, when younger children feel upset, older children comfort them and ask if they are okay.

p.2

The provision is good

Children's behaviour is good. They happily follow instructions and understand what is expected from them. Children are supported well to develop their independence and self-care skills in preparation for their future learning. Children confidently explore the resources on offer and engage for long periods in their chosen activity. Babies demonstrate good concentration for their age and stage of development.

p.2

The provision is good

Children learn through an effective balance of child-initiated and adult-led learning experiences. As a result, they make good progress from their starting points. Children enjoy taking part in outings to the local park. They enjoy practising their physical skills and learn about nature and the natural world. Children learn how to stay safe when crossing the roads with the childminder.

p.2

need to do better?

n The childminder is enthusiastic and passionate about providing children with the best possible start in their early education. She monitors the progress children make and plans activities that incorporate children's next steps in learning. This ensures that children continue to make good progress. n The childminder has a nurturing approach. She understands the importance of babies and children developing secure emotional attachments with her. She knows the children well and is attentive to their individual needs. n The childminder extends all children's vocabulary well. She playfully incorporates numbers and mathematical language during conversations and activities. For example, children learn new words as they explore the textures of real fruit and vegetables. They compare the different sizes and quantities and use their senses to describe how the vegetables smell. n Children have fun using their imagination in the role-play kitchen. They play

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need to do better?

cooperatively and share the resources. They pretend to cook food in the oven and stir ingredients together in a bowl. Children have lots of fun washing dolls in water and excitedly exclaim that the water has bubbles. n The childminder is enthusiastic about supporting children to live a healthy lifestyle. They are reminded to wash their hands and help to clean the table before they eat. Children eat healthy foods and snacks. The childminder talks to children about how to brush their teeth, using a giant model of teeth. However,

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need to do better?

13 September 2021 she does not extend this learning further to help children to develop a deeper understand what is being taught, such as why they carry out these healthy practices. n The childminder is inclusive in her practice. She uses a range of resources, such as jigsaws, books and dolls, to talk about the similarities and differences in themselves and others. She promotes children's understanding of diversity in the community through discussions about different cultures and the celebration of various festivals. n The childminder selects the resources each day for the children to enjoy. Children benefit from this selection of toys, which captures their curiosity and enthusiasm for learning. However, not all resources are visible and accessible to the children to support their choices during play. n The childminder has established positive relationships with parents. She shares information about their child's progress and supports parents to continue their

p.2

need to do better?

learning at home. The childminder seeks the views of parents and the children to help her to identify ways she can improve further. n The childminder is mindful about keeping her knowledge and skills up to date and enjoys engaging in professional development opportunities. She uses her recent training to support children's growing literacy skills effectively. Children choose from a large selection of books. They handle the books with care and happily sit together and look at the pictures. The childminder encourages parents to read with their children at home and has created a lending library to provide continuity in their learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder conducts regular checks of the areas children use and considers safety when taking children on outings. The childminder has a clear understanding of the signs and symptoms that may indicate a child is at risk of abuse or neglect. She has good knowledge of safeguarding protocols and the actions to take if there are any concerns about a child's welfare. The childminder is mindful of wider child protection issues, such as children being exposed to extreme or radical views. The childminder uses the required range of records, policies and procedures which help her to support children's well-being.

p.3

should:

n extend children's learning further by helping them to develop a deeper understanding of what is being taught, such as why we carry out healthy practices n review the organisation of resources to allow children to make more

p.3

should:

13 September 2021 independent choices and decisions in their play.

p.3

Setting details

Unique reference number EY557578 Local authority Stoke-on-Trent Inspection number 10175157 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 3 Number of children on roll 3 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2018 and lives in Stoke-on-Trent, Staffordshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.5

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector had a learning walk with the childminder and discussed how the childminder implements her educational programme. n The quality of teaching was observed to consider the impact on children's learning. n The inspector held a number of 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.

p.5

Inspection activities

13 September 2021 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

13 September 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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