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 are greeted warmly by the childminder and the assistant. Younger children initially spend their time within a separate learning space, where they partake in smaller group activities. They settle well before having opportunities to access the larger learning environment. This means children of all ages and abilities happily learn together and they are safe.

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The provision is good

In addition to planned activities, children have access to a wealth of resources. They benefit from an organised environment which supports children of different abilities to make choices for the toys they wish to play with. For example, boxes are clearly labelled with words and pictures to help them to understand what resources are inside the box.

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The provision is good

Children benefit from regular one-to-one time with the childminder to help them to make progress across all areas of learning. For example, the childminder intends for all children to develop confidence in their early mark-making skills. Therefore, one-to-one time focuses on enhancing children's fine motor skills to strengthen finger muscles. This helps children to acquire the vital skills for the next stage of learning, such as early writing.

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The provision is good

Children demonstrate good physical skills. They explore various resources, such as climbing frames and balls, which they enjoy throwing through holes in a board. Outdoors, children learn to manage their own risks. For example, they explore different ways to climb up the slide and they use equipment safely.

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need to do better?

n The childminder maps out the curriculum to ensure planning covers all areas of learning and builds on what children know and need to experience next. However, children do not consistently benefit from opportunities to enhance their understanding of current topics in addition to the experiences they gain during adult-led activities. This does not help to achieve their highest potential. n Children make good progress in their learning. They develop particularly well in their communication, language and literacy skills. The youngest of children enjoy selecting their favourite book and they independently turn the pages. Older children interact positively as a group as they explore a book together and learn about the farm. The childminder and assistant support children's communication skills by promoting their listening and turn taking. They enhance children's understanding of stories. For example, children learn a 'lamb' is a 'baby sheep'.

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need to do better?

n Children partake in healthy practices as part of their daily routine. They enjoy activities that promote oral health, such as exploring fruit at snack time and brushing their teeth. The childminder sings songs to encourage effective

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need to do better?

25 October 2022 handwashing and toothbrushing techniques. This helps children to establish positive habits to support future self-care routines. n The childminder demonstrates a collaborative approach to working together. For example, she works in close partnership with parents from the outset of children's experiences. This means she instantly focuses on children's starting points to plan next steps for learning, and to enhance learning at home. The childminder knows children and families well. She is sensitive of their needs, especially when liaising with other professionals. Her support positively promotes families' outcomes. n The childminder speaks to children with respect and supports them to reflect on how they are feeling. For example, she gains children's consent before changing nappies and listens to their opinions. Children have choices for what healthy food they would like to eat, and they have choice for how much fruit they wish

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need to do better?

to have. This contributes towards positive relationships between the childminder and the children in her care. n Parents are overwhelmingly positive about the childminder and assistants. They comment on the 'good progress' their children make and are thankful for the 'dedicated learning time' children receive to enhance their learning outcomes. n The childminder invests in regular training to influence ongoing improvements. For example, in response to the COVID-19 pandemic, the childminder and assistants embarked on an extensive early years training programme to improve children's outcomes in early language, literacy and mathematics development. n The childminder has a secure overview of what constitutes good practice, and she models her expectations for effective teaching. However, the assistant does not consistently demonstrate high-quality teaching and knowledge. As a result, children do not fully receive consistency in their learning throughout the day.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of what constitutes a safeguarding concern. She clearly demonstrates what to do should she have concerns. The childminder has procedures in place to ensure assistants are suitable to work with children. Assistants attend training to help them identify the different types of abuse and how to protect children from harm. They reflect on the setting's safeguarding policies to increase their confidence of procedures. The childminder shares a 'Safeguarding children policy statement' with parents to ensure they too understand expectations for safeguarding children, including what to do should parents have concerns about her conduct. The childminder regularly reviews risk assessments to ensure children can play safely while in and out of the setting.

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should:

25 October 2022 n support assistants through a more focused approach to professional development to ensure children constantly benefit from high-quality teaching n find ways to help children explore current topics independently to further embed intended learning and practise key skills.

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Setting details

Unique reference number 209565 Local authority Staffordshire Inspection number 10234332 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 18 Number of children on roll 8 Date of previous inspection 3 March 2017

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Information about this early years setting

The childminder registered in 1993 and lives in Stafford. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with two assistants full time. The childminder and one assistant hold an appropriate qualification at level 3. 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 setting 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. n The inspector viewed the provision and discussed the safety and suitability of the premises with the childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector held discussions with the childminder, assistant and children at appropriate times during the inspection. The views of parents and grandparents were considered by the inspector, through verbal discussions and letters. 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 childminder and inspector carried out a joint observation of the assistant's

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Inspection activities

practice during a threading activity. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working with children, safeguarding policies and complaint procedures.

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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

25 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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