Green Lara

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 are happy and content. They enjoy playing with the childminder and other children. The childminder takes time to get to know the children well. She provides familiar routines to help children to settle well. Children form secure attachments with the kind and nurturing childminder. As a result, they are confident and settled in her care. Children are curious and enjoy the experiences the childminder offers. They are pleased when the childminder joins in with their play and are comforted by her reassuring words and cuddles.

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The provision is good

Children act in positive ways and develop good independence skills. For instance, young children fetch their own drinks and begin to learn to dress themselves. They are encouraged to share and to take turns. Children's early language skills are developing well as they move from babbling to using single words and short phrases. They show kindness and consideration to each other. The childminder supports children's creative development. For instance, children enjoy making marks on paper using paint, crayons and pencils. They are provided with daily opportunities to engage in physical exercise. For example, children go to the park, to the shops and have walks around the local area to enjoy puddle jumping.

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need to do better?

n The childminder identifies children's starting points in their development when they begin at her setting. She gathers sufficient information from parents about their children's interests and abilities. She uses this information to plan activities that children enjoy. The childminder continually observes children as they play and assesses what they can do. This helps her to identify any gaps in children's learning. However, when planning her curriculum and activities with children, she does not consistently focus sequentially on what children need to learn next. n Children gain good communication and literacy skills. The childminder engages in conversations with them and asks relevant questions to build further on children's interests and support their communication and language development. The childminder sings nursery rhymes and songs with children to help them to learn new words. The childminder reads lots of books to children, and they

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need to do better?

engage well when she reads. n The childminder takes children for walks to observe the different seasons, and they learn about nature and the world around them through first-hand experiences. Children are encouraged to name the colours of the leaves they have collected as they add them to their 'tree' pictures. Children listen to new vocabulary the childminder introduces, such as 'crunchy', when they play with the autumnal leaves. n The childminder helps children to adopt a healthy lifestyle, which includes plenty of exercise. She works with parents to ensure that children's meals are

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need to do better?

24 October 2022 nutritious. The childminder explains to children that sugary foods are bad for their teeth and provides water to drink. She teaches children about the importance of good oral health. n The childminder provides a range of books, resources and experiences to teach children about the diverse world in which they live. She helps them to value their own uniqueness and respect the differences and similarities between themselves and others. However, the childminder has not fully considered ways to develop her environment to include positive images for children to support their learning. n Partnerships with parents are effective at this setting. The childminder shares information regularly with parents, providing daily updates on children's progress. The childminder lets parents know what children have done throughout the day through messages and photos, so that parents can continue learning at home. Parents praise the childminder's relationships with their

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need to do better?

children. They describe how their children have made good progress. n The childminder has completed required mandatory training. She is keen to undertake further professional development to help improve her practice, and she fully recognises the benefit of training. The childminder actively plans improvements to the setting, such as developing her garden to extend children's play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to keep children safe from harm. She knows about the risks that children may face, such as being exposed to domestic abuse or extreme views. The childminder has a secure knowledge of the signs and symptoms that may indicate a child is at risk of harm. She confidently describes the action she would take should she have concerns about a child's welfare. The childminder understands the procedures she must follow if an allegation is made about her or a member of her household. The childminder uses risk assessments effectively to help keep children safe.

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should:

n refine the curriculum planning for children's learning, to focus sequentially on what children need to learn next n consider ways to promote positive images in the environment to enhance children's learning and development.

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Setting details

Unique reference number EY102902 Local authority Stoke-on-Trent Inspection number 10234613 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 7 Date of previous inspection 1 November 2016

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Information about this early years setting

The childminder registered in 2002 and lives in Stoke-on-Trent. She operates all year round, from 7.15am to 5.45pm, Monday to Friday, except for family holidays. The childminder provides 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 childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the provision. n The childminder and the inspector completed a learning walk around the setting to understand how the early years provision and the curriculum are organised. n A joint evaluation of a teaching activity was carried out by the childminder and the inspector. n The inspector held discussions with the childminder and spoke to children at appropriate times during the inspection. n The inspector took account of the written views of parents and children and looked at a sample of relevant records and documentation.

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Inspection activities

24 October 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

24 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

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