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 Not applicable

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The provision is good

Children are welcomed into the lively and exciting setting. They form close bonds with the childminder, her assistant and with their friends. Children feel happy, safe and secure. They enjoy hugging each other and invite their friends into their games.

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The provision is good

Children are supported well to be early communicators. They develop a love of books and enjoy retelling the stories, using the pictures. Children talk about the witch who has been pushed into the fire in the story of 'Hansel and Gretel'. They are kind to each other. Children celebrate birthdays. They huddle together to sing 'Happy birthday' and clap when the candles on the cake are blown out.

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The provision is good

Children develop early mathematical skills. Lots of opportunities are provided for them to practise these. They use scales for weighing and measuring, and talk about the shapes being 'hexagon'. Children enjoy going on a treasure hunt where they look for different-coloured objects and shapes around the setting.

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The provision is good

Overall, children behave well. However, on occasion, the music from the television in the background provides a distraction for the children, which has some impact on their learning. Some children become boisterous and loud to be heard over the music. However, the childminder and her assistant swiftly deal with any incidents of unwanted behaviour.

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need to do better?

n Children make good progress from their starting points, and they successfully develop the skills they need for their future learning. They demonstrate a positive attitude to learning. They make independent choices in their play and engage well in self-chosen activities and activities which are initiated by the childminder and her assistant. Children sustain good levels of concentration. They persevere through trial and error. For example, time is spent by children working out how buckets fasten onto the scales when they fall off. They try different approaches until they are successful. n The childminder works effectively in partnership with parents. She regularly shares information about children's development and activities. Parents report that their children thrive in the friendly, caring, fun and educational environment. Children report that every day is an adventure. n The childminder and her assistant successfully encourage children to explore

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need to do better?

new words and their meaning. Children enjoy playing a picture matching game. They look to see if they have the corresponding picture on their card and, if so, they have to name the item on the picture again to win the card. However, children are not consistently provided with opportunities to develop their phonics

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need to do better?

12 November 2021 knowledge and early literacy skills further. For example, children are not provided with the sounds that the letters represent. n Children with special educational needs and/or disabilities are very well supported. The childminder's assistant provides one-to-one care to help support their emotional development. He knows the children extremely well and uses this knowledge to provide activities which help to support children to make even more progress. The relationship between the assistant and children is very strong. He is an excellent role model. n The childminder carries out observations and regular assessments on children, which helps her to identify any gaps in learning and if children are at risk of falling behind. This ensures that no child is disadvantaged. Information is shared with other professionals who may be involved with the children's care, and targets for their learning are incorporated into the childminder's planning. The

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need to do better?

childminder and her assistant undertake professional development and training. This helps to support children to achieve the best possible outcomes. n Children's next steps in learning are planned based on their interests, what they can already do and what the childminder would like them to be able to do next. The childminder and her assistant provide a wide range of activities for children. For example, children who need additional help with their communication and language development are provided with opportunities to look through a 'communication box' which contains lots of objects that children are interested in. They talk about the objects they find inside the box. The childminder supports children's developing language by repeating words back to them. Children who prefer to learn outdoors are provided with opportunities to play in the large, secure outdoor area. n The childminder provides a home-from-home environment. She offers freshly

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need to do better?

cooked meals. Children are taught the importance of good hygiene practice. They regularly wash their hands after activities and before eating.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant complete regular training in safeguarding and apply this knowledge to ensure that they keep children safe. They know the procedure to follow if they have concerns about children in their care. In addition, they are both aware of the procedures to follow if any allegations are made about them. The childminder teaches children to be safe. They are reminded to allow each other privacy when toileting. The childminder allows children the independence to do this, but regularly checks to ensure that children are managing their personal needs successfully. The premises are safe and secure. Appropriate risk assessments are carried out to ensure that any hazards are identified and swiftly removed.

p.3

should:

n review the use of background music and consider how this impacts on children and distracts them from their learning n enhance the teaching of phonics to strengthen children's recognition of letters and the different sounds they represent.

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Setting details

Unique reference number EY555494 Local authority Staffordshire Inspection number 10175237 Type of provision Childminder

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Registers

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

p.5

inspection

Total number of places 12 Number of children on roll 14 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Burton-on-Trent. She works part time alongside her mother, who is a registered full-time childminder, and an assistant. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 their evaluation of the setting. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector reviewed written feedback from parents and spoke to a carer during the inspection and took account of their views. n The inspector observed the interactions between the childminder, assistant and children. n The childminder and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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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

12 November 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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