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 Not applicable

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The provision is good

The childminder creates a warm and friendly setting where children are safe and secure. Children have access to a range of resources which support their learning and interests. For instance, they confidently select musical instruments and welcome the childminder to join in their play. Children know the routines of the day. For example, when the childminder plays a familiar song, children know it is time to stop and tidy up, ready for their next activity.

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The provision is good

Children develop a good understanding of some of the ways to lead a healthy lifestyle, and they enjoy nutritious meals. They have plenty of opportunities for fresh air and to play with natural and sensory materials outside. Young children confidently pour from containers as they fill watering cans. Older children develop a good understanding of cause and effect and use mathematical language, such as 'full', 'empty' and 'heavy', to describe what is happening while they play. Children enthusiastically join in with baking activities. For example, they help to prepare pumpkin pie with the childminder. They have opportunities to play with other children outside of the setting, such as when they meet up with other childminders. As a result, they develop good social skills, are confident and behave well.

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need to do better?

n Children enjoy a broad curriculum of activities that reflect their interests. The childminder observes children and gathers information from parents about their children's starting points. She uses her knowledge of what children can do and what they need to learn next to plan activities for them to enjoy. The childminder carries out the required assessments of children's learning and records these for parents. n Children develop good speech and language skills. They learn nursery rhymes and songs as the childminder sings with them. Children excitedly join in with familiar words of the songs. Older children enjoy stories throughout the day. The childminder models good pronunciation of words, repeating them so younger children can copy. Children actively learn good early mathematical skills as the childminder uses number rhymes to encourage children to count how many are left when she takes one away.

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need to do better?

n The childminder has systems in place for supporting children with their emotions and feelings. For example, she will explore feelings and discuss with children how they can deal with changing emotions. This promotes good self-esteem and self-regulation. Children share and take turns. The childminder offers regular reminders of positive behaviours and attitudes. n The childminder promotes children's understanding of the world. She plans activities relating to festivals and cultural events, so that children learn about their similarities and differences in a positive way. She helps children actively

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need to do better?

24 November 2022 learn about nature and living things as they watch tadpoles grow. However, sometimes outdoor play is not planned precisely enough to meet the needs of all children and provide them with sufficient challenge. n Children are developing their independence in preparation for the transition on to school. For example, they use cutlery at mealtimes and older children take responsibility for their self-care, including using the toilet independently. However, the childminder sometimes carries out tasks that children could practise for themselves, such as helping themselves to drinking water. n The childminder has strong links with other settings and schools that children also attend. She identifies what the learning expectations are and shares children's learning achievements. She completes the progress check when children are aged two and identifies when children may need additional support.

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need to do better?

This ensures that children quickly get the help they need to reach their full potential. n The childminder has a good overview of her childminding service and what she plans to improve. She seeks the views of parents and children and takes account of their suggestions. Parents are fully involved in their children's learning and regularly receive information about what their child has achieved and what they are working on next. Parents give information to the childminder about what they have been doing at home, which feeds into future plans for learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role in safeguarding children. She keeps her knowledge up to date. The childminder knows how to recognise safeguarding concerns and the actions needed should a concern arise. She is familiar and confident with how to report any concerns or allegations to the appropriate professionals. The childminder provides a safe environment for the children. She minimises risks effectively by undertaking daily checks of the home and garden.

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should:

n ensure that planned activities outside meet children's needs and are consistently challenging, so that children's learning is extended even more effectively n make the most of all opportunities to support children to develop their independence skills to the highest levels.

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Setting details

Unique reference number 2596329 Local authority Staffordshire Inspection number 10251405 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Cheddleton, Leek. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two- and three-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic. 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 and spoke to children at appropriate times during the inspection. n The inspector took account of the written views of parents. 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

24 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

24 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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