Childminder in Stoke-on-Trent

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Inadequate

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The provision requires improvement

The quality of teaching and learning that children receive is variable. This is because the childminder does not ensure that all children have access to stimulating and purposeful activities. Consequently, during free play, some children spend periods of time disengaged. In addition, some areas of the curriculum for babies and younger children are not yet good. These weaknesses do not support the younger children to make the most progress that they are capable of. That said, children enjoy singing activities. They smile, laugh, make sounds and say some words from familiar rhymes. Children of all ages enjoy sensory activities, such as play dough. They poke, stretch, pull and mould the dough into different shapes. Children creatively make their dough turn into different faces.

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The provision requires improvement

Children are happy in the setting. The childminder and her assistants respond swiftly to children when they show signs of tiredness or hunger. Children regularly seek their attention. This demonstrates some of the bonds shared between the childminder, her assistants and the children. Children receive reminders about the setting's rules, such as sharing and waiting their turn. However, the childminder and her assistants do not speak to the children about the impact of their actions on others. Consequently, at times children do not fully understand what is expected of them.

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need to do better?

n The curriculum covers all areas of learning. However, the childminder has not thought through some areas of the curriculum for babies and young children. For example, at times, the childminder's intentions for learning for babies and younger children are above their current level of understanding. This does not ensure that the learning for all children is sequenced to enable them to build on what they know and can do. n The childminder and her assistants know the children very well. However, they do not utilise what they have found out about the children to help plan activities that are both enjoyable and meaningful. Consequently, there are multiple occasions where children lose interest and no longer engage. This does not support children to become highly motivated learners. n The childminder places focus on children's language development. Both the childminder and her assistants model language and speak clearly. They

p.2

need to do better?

consistently provide children with the names for objects. For instance, as children pick up objects and make sounds, they are supported to name the object. Through this modelling of language by the childminder and her assistants, children begin to learn new words, such as camera, phone and key. This helps to increase children's vocabulary. The older children develop clear speech and communicate well.

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need to do better?

24 July 2023 n The support in place for children with special educational needs and/or disabilities (SEND) is sound. The childminder finds out what children already know and can do from their parents. She also completes her own observations and assessments to determine children's current stage of development. The childminder uses this information to identify any gaps in children's learning. She works well in partnership with parents and other professionals, to seek the additional support and prepare plans for their learning. This helps to ensure that children with SEND receive the specialist help they require. n Parents speak highly of the childminder. They comment that their children love to attend. The childminder finds out children's dietary and medical requirements from their parents. She also keeps parents informed of their child's learning and provides ways that parents can support their child's learning at home.

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need to do better?

n The childminder places an emphasis on professional development. The childminder and her assistants attend lots of training to help them to improve their knowledge and skills. However, at times, they do not utilise this training to help improve the overall quality of teaching and learning that children receive. Consequently, there are occasions where they do not differentiate their teaching practice to meet the individual needs of children. In addition, at times, the childminder and her assistants do not provide the children with the right level of support they need to help them to remain engaged. This impacts on the progress children are able to make in their development. n Behaviour management strategies are not yet good. For example, as children become unsettled, the childminder and her assistants do not talk to them about their emotions or provide them with the support they need to help them to

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need to do better?

regulate their own behaviour. At times, children are not effectively supported to learn how their actions can affect others. Consequently, there are times when children do not behave well.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistants recognise a range of signs and symptoms that indicate a child may be at risk of harm. They know the action they must take to keep children safe from abuse. The childminder knows what may indicate a person is no longer suitable to work with children. The childminder has taken action to make some improvements since her last inspection. This includes changes made to the setting's 'outings' policy. Risk assessment checks have also improved. The childminder completes effective checks to ensure that any hazards are identified and removed or minimised. The childminder and her assistants deploy themselves well to ensure that children are effectively supervised. The setting is safe and secure and is suitably clean throughout.

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Due date

improve the implementation of the curriculum, particularly for babies and younger children, so that it sequences their learning to build on what they already know and can do 04/09/2023

p.4

Due date

provide more enjoyable and meaningful learning activities to support the children to become highly motivated learners. 04/09/2023

p.4

should:

n provide support for all children to learn how to regulate their own behaviours and to start to understand how their actions affect others n utilise what you have learned from training to help raise the quality of teaching and learning that children receive to at least a good level.

p.4

Setting details

Unique reference number EY486136 Local authority Stoke-on-Trent Inspection number 10291950 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 12 Number of children on roll 8 Date of previous inspection 30 January 2023

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Information about this early years setting

The childminder registered in 2015 and lives in Stoke-on-Trent. She operates all year round, from 7.30am until 5.30pm, Monday to Friday, except for bank holidays, family holidays and a week at Christmas. The childminder provides funded early education for two-, three- and four-year-old children. She works with two assistants.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector viewed the setting and discussed the safety and suitability of it. n The childminder joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke with the childminder's assistants about their ongoing professional development.

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Inspection activities

24 July 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

24 July 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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