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 arrive eager to enter the childminder's welcoming home. Parents and carers tell her about how children are feeling today. The childminder uses the information to help her to plan each child's care and learning. Children show that they feel secure and valued. Toddlers work with the childminder to set out small- world railway tracks and trains. The conversation promotes children's growing knowledge of the world. For example, children learn that the 'stop' signs are not lollipops. They ably apply their new knowledge. They copy the childminder and stop the train when it reaches the sign. Children know that the track is a circle. This shows their capacity to make links to mathematical knowledge in their play.

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The provision is good

Children learn to behave positively. The childminder and parents teach children the 'kind hands' song. The gentle tune helps to calm frustrated toddlers. They begin to develop self-control. Parents say that the childminder asks them about family events and children's interests. She shares ideas for activities to do at home. This helps everyone to work together to promote children's learning and development effectively. The strong partnership helped parents and the childminder to minimise disruption to children's education during the COVID-19 pandemic.

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need to do better?

n The well-qualified childminder researches information that she applies to her practice. For example, she found out more about food and nutrition. This helps her to provide healthy, balanced meals for children. The childminder teaches children to limit what they eat at snack time so as to leave room in their tummies for lunch. This helps children to think about how much food they need to give them energy and satisfy their appetite. n The childminder sequences children's learning. She helps toddlers to transfer from using lidded cups to open ones when they are ready. She is alert to toddlers' readiness to begin using the potty. Children develop independence in self-care and are ready for school when the time comes. n The childminder evaluates her practice. She seeks parents' views. She thinks about ways to improve adult-led activities. However, there are instances when the childminder does not pay really close attention to the detail of her

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need to do better?

interactions with children. This slows her progress towards achieving the highest quality of teaching that promotes children's swiftest progress. n Children participate in decision making. The childminder asks them whether they want to play indoors or outdoors. Children have to take account of other people's points of view to reach an agreed outcome. This helps them to learn about fairness and democracy. They become confident members of the group. n The childminder plans activities that absorb children's interest and extend their knowledge. For example, she freezes small buckets of water to make ice castles.

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need to do better?

2 August 2022 This helps children to learn about the properties of water. They experiment with painting the castles and discover that this makes the ice bubble. However, there are occasions when the childminder distracts children from their investigations. This does not promote children's deepest thinking and learning. n Children's physical development is promoted well. They squeeze the heavy buckets really hard and bang them on the play tray to extract the ice. This strengthens children's muscles and promotes two-handed coordination. Children work hard to move child-powered cars forwards as well as backwards. The childminder's timely encouragement supports them to keep trying when things become difficult. n Children learn that written words carry meaning. When children request watermelon the childminder shows children that she has written herself a reminder to buy one. The childminder often reads to children. Children join in

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need to do better?

with repeated words and phrases. They ask to hear favourite stories again. Children learn that reading is informative and pleasurable. n The childminder wants children who attend her provision to feel part of the community. They take part in sponsored events to raise money for local causes. They worked together to decorate a float for the village carnival. Their participation teaches children to contribute positively to events that benefit the local area and people who live there.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder's knowledge of child protection matters is strong. She demonstrates understanding of local safeguarding procedures. This means that she knows what to do if she is concerned that a child in her care is at risk of abuse or neglect. The childminder makes sensible assessments of risks to children's health and safety. She checks her garden for hazards before children go out to play. The childminder is well organised. She keeps required records, such as an accurate register of children's attendance. The childminder protects children's information. For example, she makes sure that she adheres to parents' wishes about publishing photos of children online.

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should:

n develop further the self-evaluation process, so that it looks more closely at interactions with children and the impact they have on children's learning n support children to follow their own ideas about what to do, so that their deepest thinking and learning is promoted even more effectively.

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Setting details

Unique reference number EY547093 Local authority Staffordshire Inspection number 10130844 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 6 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Great Wyrley. During school terms her provision operates from 8am to 5pm, Wednesday to Friday. During school holidays her provision operates from 8am to 5pm, Monday to Friday, except for family holidays. The childminder holds a qualification at level 5. She is eligible to provide 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 setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The childminder and the inspector discussed the childminder's plans for the morning. They considered the impact of activities on children's progress. n The inspector observed interactions between the childminder and the children. She spoke with and played with children. n The inspector read written feedback from parents and one parent spoke with her. The inspector took account of parents' views. n Documents used in the childminder's setting were sampled by the inspector. The inspector checked evidence of the suitability of the childminder and members of her household.

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Inspection activities

2 August 2022 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 August 2022 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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