Childminder in Staffordshire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

The childminder and her assistant talk and play with children. Children welcome their company. However, the well-qualified team's knowledge and understanding of the early years foundation stage learning and development requirements is generally weak. This does not help them to sequence children's learning effectively. Consequently, children do not make the progress that they are capable of from their starting points. Overall, children behave well. That said, there are instances when the childminder does not establish consistent boundaries for children's conduct. This limits children's progress towards self-regulation, and children sometimes feel insecure.

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The provision requires improvement

Children enter the childminder's house ready to play. They greet their friends and settle into the garden play room. Older children make pancakes from play dough. They remember and talk about doing this at home. Their play demonstrates what they already know about cooking and tossing pancakes. Younger children busily go to find toys to play with. The childminder takes account of their choices. For example, when toddlers point to a ride-on car, the childminder gets it out for them to sit on. This supports children to begin to make their own decisions about what to do next.

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need to do better?

n The sequencing of children's learning is weak because the childminder does not understand the areas of learning well enough. For example, she does not have enough knowledge about how children learn to read. Younger children are asked to say the sounds of written letters before they understand the purpose. The childminder sometimes asks older children to spell words 'correctly'. This does not help them to work towards isolating and ordering the sounds in words. Children gain only limited experience of books and stories. n The childminder plans some activities that do not add to children's knowledge or sustain their attention well enough. For example, children of all ages eagerly gather to see balls of ice with dinosaurs inside them. However, the childminder does not know clearly enough what she wants any of the children to learn from the activity. Consequently, her teaching lacks purpose and pace. Children lose

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need to do better?

interest and find other things to do. n The childminder establishes some consistent routines that promote children's independence. For example, children know where to sit at mealtimes and they quickly settle. However, there are occasions when children say unkind things or spoil other children's play. The childminder does not guide and support the children well enough. This has a negative impact on children's capacity to form positive relationships. n The childminder makes effective use of photos in her provision. She prints a

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need to do better?

2 September 2022 selection from recent activities and displays them where children can see and talk about them. Children look closely to find themselves on the pictures. They remember where they were and what they were doing. The photos stimulate meaningful conversations that help to promote children's communication and language development. n Children have plenty of time to engage in self-chosen activities. Babies try and try to climb up the small slide. Their obvious effort promotes their physical development well. Their deep concentration demonstrates that they feel challenged and motivated. Older children build a house for dinosaurs. They carefully bond the foam bricks to make the walls more stable. This demonstrates children's ability to have their own ideas and execute them. n The childminder teaches children about recycling. They take an empty cardboard box into the house and place it in the right bin. This helps children to understand

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need to do better?

about conserving resources for the benefit of the wider community. Children learn habits that promote their good health. They wash their hands before eating. This helps to protect everyone from infection. n Parents and carers like the daily cards that tell them about children's care routines. The system helps to promote continuity in children's care. The childminder gathers information from parents when children first attend her provision. She keeps parents informed about children's progress. The childminder kept in touch with families when children did not attend due to the COVID-19 pandemic. She reports that children settled in quickly when they returned.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder reviews and updates her safeguarding procedures. She trains her assistant to understand and follow them. The childminder and her assistant know the signs that may indicate that a child is at risk of abuse. They know what to do and who to contact. The childminder identifies and minimises hazards to children's safety. For example, a climbing frame is located in a fenced-off part of the garden. Children know that they must have an adult with them when they play on it. The childminder keeps required records. For example, she maintains an accurate record of the days and times that children attend.

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Due date

2 September 2022 improve knowledge and understanding of the learning and development requirements and provide children with challenging and engaging activities that promote their good progress 30/09/2022

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Due date

improve systems for promoting positive behaviour so that children develop self- control and form positive relationships with other people. 30/09/2022

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should:

n gain more understanding about how children learn to read, in order that early literacy activities are appropriately sequenced and consistently worthwhile.

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Setting details

Unique reference number EY451792 Local authority Staffordshire Inspection number 10231839 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 14 Date of previous inspection 1 September 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Hednesford. Her provision operates all year round, from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualification at level 3. She provides funded early education for two-, three- and four-year-old children. The childminder employs an assistant. The assistant holds a qualification at level 3.

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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 provider and has taken that into account in their evaluation of the setting. n The childminder and the inspector discussed the childminder's curriculum. The inspector talked with the childminder and her assistant about children's learning and development. n The inspector observed interactions between the childminder, her assistant and the children. She spoke with and played with children. n The inspector spoke with one parent and read questionnaire feedback from others. She 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 her assistant.

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Inspection activities

2 September 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 September 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

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