Webster Samantha

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 arrive at this childminder's welcoming home happy and eager to start their day. They behave extremely well as they play alongside their friends, sharing their toys and resources. Children have formed strong attachments with this nurturing childminder. They run to her for cuddles with beaming smiles on their faces.

p.2

The provision is good

Children in this setting benefit from a range of rich and meaningful experiences. At a young age they are developing a strong sense of community. They deliver home- grown flowers to the childminder's elderly neighbours and interact with key figures in the community, such as the local 'Lollipop Man'. They learn about nature as they feed the ducks at the canal, grow their own fruit and vegetables, and take care of animals. The childminder uses these experiences to teach children essential life skills, including road safety and how to be safe around water. As a result, children are gaining important knowledge to keep themselves safe.

p.2

The provision is good

This experienced childminder supports children in developing skills to enable them to become increasingly independent. On arrival, children take off their own coats and shoes. Mealtimes are a social occasion. Children enjoy the jobs that they are given, laying out the plates, cups, and cutlery. This gives children a sense of responsibility. The childminder is patient and supportive as children cut their own fruit and butter their own crumpets.

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need to do better?

n Children in this setting are confident communicators. The childminder models good language and supports children to use the correct terminology and pronunciation of words. For example, when children refer to a sheep as 'baa baas', she encourages them to use the word 'sheep'. The childminder uses a local authority initiative to assess children's communication skills. She effectively identifies strategies to support children requiring additional support. However, she does not use strategies consistently to maximise opportunities to build on children's language development. n Children demonstrate high levels of concentration. Planned activities capture children's attention, enabling them to practise a range of skills during their play. For example, children rush to the building role play set up outdoors. They practise their mathematics as they count the bricks with the childminder, 'one, two, three'. They demonstrate their hand-to-eye coordination, carefully placing

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need to do better?

the bricks one on top of the other. Children show determination as they re-build their tower after it falls. n The childminder knows the children in her care well. She knows where they started in their development, the progress they have made and has identified next steps for them to achieve. The childminder communicates with children

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need to do better?

29 September 2022 during their play and asks questions to support their learning. However, the childminder does not always allow time for children to think about what they have been asked and respond. As a result, opportunities to consolidate new learning are sometimes missed. n Children's health and well-being are a priority. Children enjoy healthy snacks and meals throughout the day. They have opportunities to learn about the food they eat, grow their own produce, and select ingredients for their meals from the supermarket. Children have lots of opportunities to play outdoors. They run freely as they enjoy playing in the garden, they ride in the play cars and negotiate space well. Children are building their understanding of the importance of healthy lifestyles. n The childminder is committed to her ongoing professional development. She engages in regular training and explores new ways to provide enjoyable

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need to do better?

activities for children. The childminder has identified training to further her skills and knowledge of supporting children with special educational needs and/or disabilities. This contributes to continually striving to provide high-quality, inclusive care for all children. n Partnership with parents is excellent. Parents describe this childminder as 'dedicated' and 'wonderful' and they consider her an 'extended family member'. Settling-in sessions are tailored to meet the needs of individual children and their families. This supports children to settle well. Parents feel fully supported by this childminder, as she keeps them up to date with their children's progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a thorough understanding of her responsibilities to keep children safe from harm. She has an excellent understanding of the signs and symptoms of abuse for safeguarding and child protection issues, including female genital mutilation, and child abuse. She is proactive in supporting parents on how to keep children safe online. The childminder knows what processes to follow if she has a concern about the welfare of a child, or if an allegation is made about herself. Thorough risk assessments help to keep children safe on the childminder's premises and on outings in the community.

p.3

should:

n allow children sufficient time to process and respond to questions to support their learning n consistently apply strategies to support speech and language development to maximise progress for all children.

p.3

Setting details

Unique reference number 224610 Local authority Stoke-on-Trent Inspection number 10234384 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 5 December 2016

p.4

Information about this early years setting

The childminder registered in 1997 and lives in Stoke-on-Trent. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.4

Inspection activities

n This was the first routine inspection the provider 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 showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector.

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Inspection activities

29 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

29 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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