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 Good

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The provision is good

Children play in a safe and welcoming environment. Children's relationships with the childminder, her co-childminder and an assistant are very good. Children are settled and happy to attend. Their emotional security is initially addressed well with a gradual settling-in period that is agreed with parents in accordance with their child's needs. The childminder observes children and assesses their different stages of development. Children develop the skills they need for their future learning in school. The childminder keeps parents well informed about their children's progress and encourages parents to share information about achievements that they have observed.

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The provision is good

Children behave well. They play cooperatively and learn that sometimes they may have to share or take turns. The childminder offers praise for children's efforts as well as achievements, which helps to boost their self-confidence and self-esteem. Children make decisions for themselves, such as which one of the two available rooms to play in. Resources are stored so that children can choose and select toys and activities for themselves.

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The provision is good

The childminder encourages children to be active in the garden or while on outings to parks or soft-play centres. Children play with a range of toys and equipment that help them to develop their handling skills. For example, very young children play with interactive toys that have buttons and switches. They use their fingertips to successfully spin an interactive ball.

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need to do better?

n The childminder keeps her early years knowledge up to date. She and her co- childminder organise a group for local childminders and those who attend share information, experiences and ideas for play activities. The childminder identifies that following recent training she is using a speech and language toolkit to assess children's language development and ensure early intervention for children who need additional support. n The childminder interprets very young children's wants and needs as they communicate through sounds and gestures. She offers good support so that they begin to say single words and progress to putting words together. Children who speak English as an additional language are supported well in using their home languages while developing their speaking skills in English. n The childminder supports children's sensory exploration. Older children play with resources that link to their favourite story about a bear hunt. They use small-

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need to do better?

world toys to represent the characters and mix soil and water to create mud. The childminder encourages the children to explore and talk about the smell and texture of herbs, such as lavender. They practise their good handling skills while

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need to do better?

15 September 2022 using tweezers to pick up small items. n The childminder is generally successful in adapting her teaching in accordance with the different stages of development of children aged from one to three years. However, on some occasions, the childminder does not fully consider the impact on children's learning when her key children, and the co-childminder's and assistant's key children, all want to get involved at the same time. n The childminder encourages children to count objects and understand different quantities. Children are learning that numerals represent quantities. n Children have access to a good variety of books. The childminder and her assistant use picture books effectively to support very young children's emerging speaking skills. Older children name their favourite stories. Children learn that print carries meaning. Toy boxes are stored on low-level shelving and are labelled with words and pictures, which helps children to make independent

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need to do better?

decisions about their play. n Policies and procedures are effective and inclusive for the children who attend. However, the childminder does not fully promote children's learning about similarities and differences, for example, with regard to communities, families and traditions outside of their own experience. n Parents are very happy with the provision and comment that their children are having a great start to their education. They say that space is well organised, welcoming and structured in a way to encourage independence. They are happy that the childminder takes children on different outings. Parents comment on the songs that children learn and share with them at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant are fully aware of their responsibilities to protect children from abuse and neglect. They understand their duty to prevent children being drawn into situations that would cause them harm and they know the local referral procedures to follow if they have a concern. The childminder and her assistant complete training to keep their child protection knowledge up to date. The childminder ensures that the premises are safe and secure so that children cannot leave unsupervised and unwanted visitors cannot gain entry.

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should:

n extend children's learning about similarities and differences in society, and about communities, families and traditions outside of their own experience n provide occasions when children who are at very different stages of development can get involved in a planned activity at different times so that every child's learning can be fully supported while they play.

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Setting details

Unique reference number EY479753 Local authority Birmingham Inspection number 10236407 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 10 Date of previous inspection 11 October 2016

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Information about this early years setting

The childminder registered in 2014. She operates all year round from 7.30am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children. The childminder works with a co-childminder and an 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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises their early years provision including the aims and rationale for their curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between staff, the childminder and children. n The inspector looked at relevant documentation and reviewed evidence of the suitability of all adults. n The inspector took account of parents' views about the provision.

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Inspection activities

15 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

15 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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