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 well settled and happy in the childminder's care. They enjoy being close to her as they play, and reach out to her for comfort. When children become tired, the childminder tends to them and helps them settle to sleep. She is calm and attentive to the children, and they feel secure in her company.

p.2

The provision is good

Children are exposed to early mathematical concepts. The childminder counts with children as they point to vehicles in a book. They sit together, and the childminder talks about the size and colours of cars. Children smile and point to pictures as the childminder narrates the story. Children learn to develop their communication skills. The childminder sings songs to children and uses actions to capture children's interest. Children sit and watch the childminder. They copy her actions and laugh as she sings well-known nursery rhymes to them. Children repeat some words in the song.

p.2

The provision is good

Children enjoy using musical instruments to make sounds. They learn to bang sticks onto drums, and repeat this action as they hear the noises the drum makes. Children learn about different sounds as they shake instruments and listen. The childminder describes what she can hear, helping children to distinguish between loud and quiet sounds.

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need to do better?

n The childminder follows a suitable curriculum for children which is designed around sequenced learning. She accurately identifies what children need to learn next and builds on their existing knowledge so children are ready for the next stage in their learning. n Assessment is used effectively to identify any gaps in children's learning. The childminder focuses new learning to address any areas where children need extra support. She uses her knowledge of child development to help children progress in their learning. n The childminder prioritises the prime areas of learning. She understands the importance of helping children to communicate well and feel confident around others. She often asks children questions to encourage their ideas. However, there are times when the childminder intervenes too soon and provides an answer, which limits children's opportunities to fully develop their thinking skills.

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need to do better?

n The childminder provides numerous opportunities for children to broaden their experiences of the world around them. They visit the local library and take books home. They make connections with local police officers, post cards in the postbox and visit the garden centre, where they buy flowers to take home and plant. Children learn about their local community and the people who can help them.

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need to do better?

1 February 2023 n Parents comment positively about the care their children receive. They comment on how well their children have settled with the childminder and welcome the information she shares with them. They receive daily updates about their children's well-being and are pleased with the progress their children are making. However, parents do not receive many ideas about how to support their children's learning at home. Consequently, children do not always make the best progress. n The childminder has high expectations for children's behaviour. From a young age, children are taught to be kind to each other and to use good manners when they receive something. The childminder models appropriate behaviour, and children say 'thank you' without prompting as she hands them their lunch. Children, therefore, learn to show respect to others. n Care routines are suitable for children. They learn to keep themselves clean and

p.2

need to do better?

follow hygiene routines as they wash their hands before and after eating. Children are settled in travel cots, and have their own blankets to snuggle with as they sleep. n The childminder keeps up to date with all mandatory training and takes opportunities to continue her professional development. For example, she is completing a course which will help to develop her understanding of supporting children with special educational needs and/or disabilities. She is committed to enhancing her own knowledge and skills, which will enable her to deliver high- quality teaching to children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder recognises signs which may mean a child is at risk of harm. She knows the relevant agencies to contact and understands the importance of recording information. She has completed training about different safeguarding matters. She has a good understanding of keeping children's information confidential and demonstrates safe procedures for using mobile phones and cameras. She understands the risks associated with online activity, and appropriate policies are in place to illustrate this. She completes a daily risk assessment of her home and the outdoor environment. She accurately identifies risks to children when using the outdoor area, and puts measures in place to address these.

p.3

should:

n develop teaching methods to give children sufficient time to respond and develop their thinking skills n enhance ways to share ideas with parents that support children's learning at home.

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Setting details

Unique reference number EY474605 Local authority Staffordshire Inspection number 10277003 Type of provision Childminder

p.4

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 8 May 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Rugeley. She operates all year round from 8am to 5.30pm, Monday to Friday. The childminder holds an early years qualification at level 5. Funded early education is offered for two-, three- and four-year-old children.

p.4

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 provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and children. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

1 February 2023 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

1 February 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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