Childminder in Staffordshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children demonstrate fantastic attitudes towards learning. They are highly motivated and eager to join in activities of their choice from the moment they arrive. Children's play is animated and imaginative. For example, they alert everyone to a 'pretend fire' in the kitchen. They constantly discuss their prior knowledge to influence ideas and lead their play. For example, children pretend to get milk from the udders of a toy cow to make a cup of tea. Children benefit from rich learning experiences that help them to remember learning long term.

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The provision is good

Children are lively and demonstrate happiness through positive emotions. For example, they celebrate their achievements when they put out the pretend fire, and they are proud to receive a sticker from the childminder when they try hard. Children's behaviour is excellent, and they listen well to house rules. For example, children know to say 'hello' to the family cat instead of petting it.

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The provision is good

Children have high expectations for what they can do. For example, they say, 'I can do this', as they spread butter on their sandwich. They constantly try hard to achieve their desired outcomes. For example, they rearrange the play fruit on a plate serval times to ensure the fruit will not fall. They show confidence and determination in their physical skills as they slowly walk across the room to serve the fruit salad.

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need to do better?

n The childminder plans purposeful activities in the setting as well as in the local community. She plans a wide range of valuable learning experiences that ensure children acquire the skills they need for their future academic success. For example, the childminder provides children with opportunities to explore pretend food and role-play knives. This helps children to develop knowledge and control in their physical movements prior to making their own sandwich using real knives. n Children progress very well in their communication skills. The childminder skilfully weaves language throughout the curriculum. For example, the childminder engages in regular conversations with children about their learning, and she effectively uses familiar stories to enhance their understanding of other subjects taught. Children are highly inquisitive and ask many thoughtful questions to enhance their understanding. n The childminder emphasises the importance of teaching children about healthy

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need to do better?

lifestyles. As a result, children understand the effect that healthy eating has on their bodies. They absorb the healthy eating concepts and use this knowledge in their play. For example, they say, 'raspberries are healthy and give us energy.' Children enjoy making a salad during routine play.

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need to do better?

11 October 2022 n The childminder constantly nurtures good hygiene practices. For example, she models effective handwashing, and children sing songs as they wash their hands. They confidently dry their hands with their own towel. Children develop good hygiene habits. Children receive a good level of support to be independent, such as counting strategies that help them to find their own towel. However, the childminder does not identify all aspects of the routine where children can be further independent. n Children's safety is paramount. For example, the childminder is extremely conscious of cross-contamination when preparing meals containing allergens. She effectively supervises children to prepare food. This ensures that the allergen is not inadvertently transferred and that the children learn about allergies. Children are aware of the needs of their friends and know that their peers cannot eat dairy. They know which types of food are unsuitable and say

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need to do better?

that 'cream cheese is made of dairy'. This demonstrates children's understanding to keep themselves and others safe. n Respectful relationships are evident. For example, the childminder slowly introduces children to the potty when they seem worried. Their emotional well- being is at the forefront of all decisions made. This significantly contributes to children's outstanding behaviour and ensures their future success. Parents identify how supportive the childminder is. They say that 'she is inclusive of all children to support their needs.' n The childminder is mindful of the experiences she and her assistant provide to children. For example, she observes the assistant to offer guidance and enhance their practice. This constant self-evaluation helps to create objectives for improvement and prioritise training. However, the childminder has not yet established a strong relationship with other professionals for those children who

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need to do better?

attend another setting. Therefore, she cannot fully support children to enhance their learning alongside what is being taught elsewhere.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is extremely confident to discuss child protection and safeguarding issues, including female genital mutilation and the risks of technology. Children took part in a 'safety week' that helped to enhance their understanding of how to keep themselves safe, including activities that promote online safety. The childminder has strong knowledge of radicalisation and extremist views that may put children at risk of harm. She has a secure understanding of different types of abuse and the correct procedures to follow should she have concerns about a child's welfare. Policies are easily accessible should she or the assistant need to reflect on procedures to enhance their safeguarding knowledge.

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should:

11 October 2022 n raise expectations even higher to further promote children's independence n build stronger relationships with professionals when children attend more than one setting to enable a regular two-way flow of information.

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Setting details

Unique reference number 2574459 Local authority Walsall Inspection number 10250884 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 3 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Walsall. She operates from 7.30am to 5.30pm, Tuesday to Friday, all year round, excluding bank holidays and Christmas holidays. The childminder is eligible for funding for two-, three- and four- year-old children. She holds a suitable qualification at level 6 with qualified teacher status. She works with 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. n The inspector observed the interactions between the childminder and children throughout the day and evaluated the impact on children's learning. 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 childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector during the inspection. n The inspector spoke to two parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on

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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

11 October 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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