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 Not applicable

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The provision requires improvement

The curriculum is not yet good. This is because the childminder does not ensure that her curriculum builds on what children know and can do in stages. In addition, the childminder does not fully utilise what she knows about the children, to help plan meaningful activities for them to engage with. This does not ensure that all children make the best possible progress in their learning. That said, children enjoy playing alongside the childminder, as they roll and push the different vehicles. They also use their imagination in the home corner as they make different foods and drinks for the childminder to taste.

p.2

The provision requires improvement

The childminder is not consistent in her approach to managing children's behaviour. This does not support all children to learn what is expected on them and impacts on how well they behave. In addition, the childminder does not fully understand her role in supporting children with special educational needs and/or disabilities (SEND). This does not ensure those children will receive the specialist or early help they require in their care and/or learning. That said, children are happy and settled. They regularly seek the childminder out. This demonstrates some of the bonds they have formed. Babies smile, laugh and make sounds as they join in with the actions of familiar rhymes. Older children enjoy 'dance time' as they jump and move in a variety of ways to the music.

p.2

need to do better?

n The childminder has not yet started to evaluate her setting to identify what could be improved. The childminder does attend some training. However, she does not yet utilise what she has learned from this training to help improve the quality of teaching and learning that children receive. This impacts on the overall quality of the setting. n The childminder's curriculum covers all areas of learning. However, she has not yet sequenced her curriculum to build on children's learning over time. In addition, the use of planning requires improvement. This is because the childminder does not ensure that learning intentions for activities are suitable and achievable for every child. This impacts on the progress children are able to make in their development. n The childminder does not have a clear understanding of her role as a special educational needs coordinator. She comments that she would inform parents of

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need to do better?

any concerns in their child's development. However, the childminder is not sure who else she would contact to support the child. This does not ensure that children with SEND will receive swift and timely intervention, to prevent them falling further behind in their development. n The childminder does not support all children to learn how they can manage their own feelings and regulate their emotions. The childminder also does not

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need to do better?

5 October 2023 support all children to learn about how their actions affect others. This does not support them to start to understand right from wrong. n The childminder places focus on supporting children's language development. She speaks very clearly to the children. The childminder effortlessly remodels children's language as they speak. This helps children to develop their speech. The childminder uses lots of excitement and enthusiasm as she uses a range of props to re-tell stories. This helps older children to become submerged in the story. Younger children make sounds as they point to pictures in the book. n The childminder finds out key information from parents and carers. This includes children's medical and dietary requirements. Parents speak positively about the childminder. They state that their children enjoy coming to the setting. The childminder keeps parents informed about their child's development and ways

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need to do better?

they can continue this at home. n The childminder uses a range of festivals to support the children to learn about others. She talks to the children about their differences and what makes them unique. This helps to prepare children for life in modern Britain. n Settling-in arrangements are tailored to meet individual children's needs. The childminder follows children's individual routines. She recognises and responds swiftly to the children when they show signs of tiredness and/or hunger. This helps children to form lasting bonds with their childminder. n The childminder provides the children with a range of healthy and balanced meals. She encourages the children to wash their hands before mealtimes. The childminder provides the children with lots of opportunities to get physically active in their play. This helps to support the children to start to learn how they can live clean and healthy lifestyles.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder's knowledge of the different types of abuse is sound. She is aware of what may indicate someone is not suitable to work with children. The childminder fully understands the steps she should take to keep children safe from harm. She undertakes robust risk assessments to help identify and remove risks, both inside and outdoors. The setting is safe and secure. It is clean throughout. The childminder has an effective collection policy. This helps to ensure children leave her setting with those authorised to collect them. The childminder knows the action to take if a child suffers an accident at the setting.

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Due date

5 October 2023 improve knowledge of how to identify and support children with SEND to ensure they receive the specialist help they require in their care and/or learning 22/11/2023

p.3

Due date

develop the curriculum to help children build on what they already know and can do 22/11/2023

p.4

Due date

improve the use of planning to ensure all children have access to meaningful and suitable activities that enable them to maintain high levels of engagement. 22/11/2023

p.4

should:

n support children to regulate their emotions and help them to understand right from wrong n utilise knowledge from training to help improve the quality of teaching and learning that children receive.

p.4

Setting details

Unique reference number 2634220 Local authority Stoke-on-Trent Inspection number 10295659 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Stoke-on-Trent. She operates from 7am to 5.30pm, Monday to Thursday and from 7am to 2pm on a Friday. The childminder is open all year round, except bank holidays and family holidays.

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Inspection activities

n The inspector viewed the setting and discussed the safety and suitability of it. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector viewed feedback from parents and took this into account. n The childminder provided the inspector with a sample of key documentation on request.

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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

5 October 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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