Childminder, Out-of school day care in Staffordshire

This provision meets requirements

Children benefit from a safe space to build friendships and they settle well. For example, they socialise with peers as they independently prepare their evening meal. Children benefit from a wealth of resources. For example, there is a separate games room where children can relax after school. They enjoy playing multi-player games, such as football, where they narrate the game and share tactics.

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This provision meets requirements

All children have opportunities to communicate their wishes and feelings, including those with limited language. For instance, children discuss their favourite things to do, and the foods they enjoy eating, such as vegetable curry. This helps the childminder to plan activities and meal choices she knows children enjoy. Children benefit from exercise, healthy eating, and rest. For example, the childminder recognises when children feel tired, and she offers them time to relax while their peers engage in physical activities, such as 'soft play'. This positively contributes towards their happiness and well-being.

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This provision meets requirements

The childminder and her assistants model high expectations for acceptable behaviours. This helps children to understand the rules and follow routines. For example, on arrival, children automatically hang up their belongings, wash their hands and take off their shoes. They behave well. The assistants prioritise time for children to read their schoolbooks. This helps to support their learning when away from school.

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need to do better?

n Children have a wealth of choice in this home-from-home environment. For example, they have opportunities to explore activities in the local community and at the setting. Respectful relationships mean children feel safe to share their ideas with the childminder, and they make independent decisions. n The childminder is extremely mindful of how to deploy her assistants to ensure she complies with the statutory requirements, such as the two-hour rule for leaving assistants with children. Additionally, procedures are in place to support those 'in training', who have not yet completed the vetting process. The childminder ensures that until checks are in place they have no unsupervised contact with children. n The childminder and her assistants are confident in identifying potential risks within the environment. For example, children use real knives to prepare their evening meal. The assistants prompt them to understand if they are left or right-

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need to do better?

handed. Their guidance and support encourages children to swap hands, and they cut their cucumber with better control. n The childminder considers children's interests when planning the environment.

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need to do better?

27 January 2023 She adapts activities to encourage their engagement. For example, she identifies that boys do not always join in with creative activities. Therefore, she invests in additional resources, such as origami paper planes, to promote their participation. n The childminder explains it is not always possible for children to access the setting's outdoor space. Therefore, she prioritises more time for children to explore the outdoors within the wider community. For example, children attend outings which broaden their experiences and promote their well-being, such as trips to the beach and the zoo. Children say their favourite memories are from their trip to the 'safari park'. n Children and families express an overwhelming sense of inclusion. Parents identify how well the childminder promotes diversity and culture at the setting. For example, children partake in food tasting activities, where they try new

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need to do better?

foods from around the world, such as Polish cake. This helps children to understand other cultures and respect differences. n The childminder fosters a strong ethos where all children have equal opportunities. For example, she monitors children's experiences to ensure they have an opportunity to be the 'kitchen helper'. This helps children to develop a positive sense of belonging. Additionally, all the meals the childminder prepares meet the dietary needs of all children to ensure inclusion at mealtimes. n Partnerships with parents are good. Parents' views are accounted for and influence how the setting is organised. For example, the childminder now shares more information with parents about the foods children eat, including a daily photo of their meals. This helps parents to understand the variety of foods on offer and portion sizes. n Opportunities to train have been limited since the COVID-19 pandemic. The

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need to do better?

childminder has ideas to enhance her knowledge, and further develop her assistants' skills, in partnership with local schools. However, she has not yet prioritised training to benefit those children who currently attend the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants fluently discuss the signs and symptoms that may indicate a child is at risk of abuse or harm. They are aware of their roles and responsibilities to protect and safeguard children. For example, they know to record the 'small incidents' to help to identify bigger concerns. The childminder and her assistants are confident to whistle-blow. Children are taught to keep themselves safe, and in turn they safeguard their peers. For example, children tell the childminder when they have concerns about what their peers are watching online. The childminder fully understands the risks linked to children using technology.

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Setting details

Unique reference number EY383210 Local authority Staffordshire Inspection number 10263945 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 18 Date of previous inspection 17 May 2017

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Information about this early years setting

The childminder registered in 2008 and lives in Wolverhampton, Staffordshire. She has additional premises in Walsall, Wolverhampton, for children who are of school age. These children attend before and after school. The childminder operates all year round from 6.30am to 6.30pm. She hires eight assistants, two of whom hold a relevant early years qualification at level 1 and level 3.

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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 childminder. n The inspector viewed the childminder's home provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises the additional premises where she provides before- and after-school care. n Children spoke to the inspector about what they enjoy doing with the childminder. n The inspector talked to the childminder's assistants and parents at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector carried out a joint observation during mealtime. 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

27 January 2023 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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