Childminder in Stoke-on-Trent

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 settled in the childminder's home. Effective settling-in procedures are in place and children quickly form strong attachments with the childminder. They enjoy their warm relationships with her and confidently separate from their parents and carers. Children independently select toys and resources that they want to play with and take a lead in their play. The childminder encourages children to use good manners and to be respectful. They are learning to share, take turns and play cooperatively. Children's behaviour is good. They are clear about the childminder's rules and expectations in the setting.

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The provision is good

Children have a positive attitude to learning and persevere at new skills. For example, they concentrate well as they manipulate and shape play dough, building strength in their wrists, hands and fingers. They experiment with different tools and talk about the shapes that they make. This supports their early writing skills well. Children enjoy going for daily walks and benefit from being in the fresh air. They have frequent opportunities to explore their local community. The childminder plans activities outside the home, to give children new social experiences. For instance, children go to toddler groups, to the shops and the park. They meet new children and people and develop confidence in social situations.

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need to do better?

n The experienced childminder is dedicated in her aim to ensure children achieve the best possible outcomes. She knows the children well and plans a broad range of activities that follow their interests. 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, she does not consistently focus sequentially on what children need to learn next. n The childminder supports children's language and communication skills well. For example, she gets down to their level and engages in their play. The childminder models language effectively. She extends what the children say and repeats back their words in longer sentences. Gentle and kind interactions between the childminder and children help to create an environment where children feel safe. Children benefit from plenty of praise and encouragement from the childminder,

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need to do better?

which boosts their self-esteem even further. n The childminder teaches children good hygiene routines and supports children's growing independence skills well. For example, when children sneeze, she gently reminds them to wash their hands, so they do not spread germs. The childminder teaches children how to think about keeping themselves safe. For example, children learn about road safety. n Children display positive attitudes to learning and consistently focus on activities for extended periods of time. They move freely and with purpose, for example,

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need to do better?

7 November 2022 when pushing toy vehicles across the floor. The childminder knows when to stand back and allow children's play to develop. n The childminder recognises the benefit of children having a healthy diet and looking after their oral hygiene. She provides nutritious meals and understands about children's different food preferences and manages these well. Children follow a routine that meets their needs. The childminder is responsive to young children's changing behaviours and adapts plans. Consequently, children sleep and eat when they need. In turn, this helps to ensure that they are well rested and ready for learning. n Partnerships with parents are effective at this setting. The childminder works closely with parents to help children become independent. For example, the childminder supports parents with toilet training. She shares children's learning with parents on a regular basis and keeps them informed about their children's

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need to do better?

next steps. This ensures a consistency for children and helps parents to support their learning further at home. n The childminder reflects on her practice and is dedicated to continuing to provide good quality care. She fulfils her commitment to undertake mandatory training, such as first aid and safeguarding. She is keen to update her existing skills and knowledge but has not yet established a targeted programme for her professional development to further her knowledge and skills to a higher level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibilities towards the children in her care. She is vigilant to the signs that may indicate a child is at risk of harm. She knows the procedures to follow should she be concerned about a child. She is aware of a wide range of child protection issues, such as exploitation, extremism, domestic violence and county lines. Children are supervised well. The childminder uses resources that are age-appropriate to ensure they are suitable for children to play with.

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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 identify professional development opportunities to strengthen existing knowledge and skills.

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Setting details

Unique reference number 224553 Local authority Stoke-on-Trent Inspection number 10234383 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 3 Date of previous inspection 11 January 2017

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Information about this early years setting

The childminder registered in 1993 and lives in Blurton, Stoke-on-Trent. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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 of the childminder. n The inspector and the childminder completed a learning walk 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 inspector and the childminder. n The inspector held discussions with the childminder, children and parents at appropriate times during the inspection. n The inspector looked at a sample of relevant records and documentation. This included evidence of suitability and training.

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Inspection activities

7 November 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

7 November 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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