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

The childminder offers a welcoming and homely environment. Children form trusting relationships with the childminder. Babies show joy and excitement when they arrive at the setting. They separate well from parents. They smile and put their arms out for a cuddle with the childminder. Older children arrive happily, eagerly hang their coats up and go straight to play. Relationships between children and the childminder are warm and reciprocal. As a result, children are happy and feel safe and secure in the childminder's care.

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The provision is good

The childminder is a positive role model and has high expectations for children's behaviour. She gently reminds children of the rules and boundaries when they forget. She deals with any minor disagreements swiftly, in a calm and positive manner. For example, when children are playing games, they are reminded to take turns and follow the rules so that it is fair for everyone. In turn, children learn to resolve conflicts amicably and behave well.

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The provision is good

Children benefit from spending much of their time outside. They climb over stiles and logs on country walks. They enjoy sitting on the 'bouncy branch' of a fallen tree. Children delight as they use play equipment, such as monkey bars, in the childminder's large, secure garden. Children learn to take and manage appropriate risks as they play. They are suitably challenged and make good progress in their physical development.

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need to do better?

n The childminder uses her observations and knowledge of children to help her in supporting them to make good progress in their learning. She is clear about what she wants children to learn next and plans a wide range of activities to support their next steps. Overall, children make good progress in their learning. However, on occasion, the childminder does not always maximise every opportunity during activities to fully extend all children's learning to help them make even greater progress. n The childminder spends time getting to know the children and their families from the outset. For instance, the settling-in process is tailored to their individual needs and preferences. However, there is scope for the childminder to further build on her transition process in order to find out even more information about children's previous experiences and interests when they first start at the setting. n Children learn about growth and changes over time as a result of meaningful

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need to do better?

learning experiences. For example, they grow horse chestnut plants from conkers collected on a woodland walk and tomato plants from seeds. Children know that caterpillars change into butterflies. They recall prior learning as they talk about the process, using words such as 'chrysalis' and 'cocoon'. Children

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need to do better?

26 April 2023 benefit from a range of learning experiences that help to develop their knowledge and understanding of the world. n The childminder is a very experienced practitioner who constantly strives to improve her provision. She is proactive in accessing regular training to develop her professional knowledge. For example, the childminder has recently completed an early years speech, communication and language course. She implements what she learns to improve the outcomes for children. n Parents comment they are very happy to leave their children in the secure and inviting environment. They say that the childminder works with them to give children a good start in life. Parents receive regular updates about their children's progress. They comment that their children blossom in the childminder's care and that they become well-rounded individuals. Parents also report that children are always happy to go the childminder's home and chatter

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need to do better?

excitedly about their day on the way home. n Children enjoy meals provided from home. The childminder works closely with parents to promote healthy eating. Children begin to learn about making healthy choices. For example, they know that porridge is a good choice for a healthy breakfast and that cakes and sweets can be enjoyed as treats.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has the utmost regard for children's safety and welfare. She has attended safeguarding training and keeps her knowledge up to date. She subsequently has a good understanding of child protection and how to keep children safe. The childminder is aware of who to contact if she is concerned about a child's welfare. The premises are safe and secure. The childminder carries out regular checks of the environment to minimise and reduce any potential risks for children. Children learn how to keep themselves safe. For example, they discuss the need to stay away from the edge of the pond when they visit the ducks.

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should:

n further enhance systems for gathering information about children's starting points to enable all children to make the best possible progress from the outset n continue to adapt teaching during group activities to further build on individual children's interests and fully extend their learning and development.

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Setting details

Unique reference number 223809 Local authority Staffordshire Inspection number 10279933 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection 11 September 2017

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Information about this early years setting

The childminder registered in 1992 and lives in Bridgnorth, Shropshire. She holds a relevant level 3 childcare qualification and operates all year round, from 7.45am to 5.45pm, Monday to Friday.

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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 childminder and the inspector had a learning walk together to discuss the childminder's intention for children's learning. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector interacted with the children throughout the course of the inspection. n The inspector took account of parents' views about the setting.

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Inspection activities

26 April 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

26 April 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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