Childminder in Staffordshire

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

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The provision is outstanding

Through observation, assessment and conversations with parents and carers, the childminder rigorously plans for children's experiences from the beginning. It is her upmost priority to ensure that all children feel safe and secure. Therefore, she evaluates the number of outings new children attend, and uses the tuff tray and small-world toys to engage them in sensory activities. This helps children to settle quickly, and they develop a positive sense of self.

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The provision is outstanding

Children show high levels of concentration during self-chosen activities. For instance, they try exceptionally hard to complete an age-appropriate jigsaw, referencing the picture on the box. The childminder teaches children how to identify risks for themselves. For instance, as children role play doctors, she supports them to remember that the stethoscope can be a choking hazard. This knowledge helps to build children's confidence, teaching them valuable life skills to promote their safety.

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The provision is outstanding

The childminder places strong emphasis on British values. For instance, as children play, she promotes respect, turn taking and sharing to create a happy environment. Through role play, children confidently embed their social skills. For instance, they show kindness and compassion when caring for babies. When children find sharing difficult, the childminder gives them choices and skillfully redirects their attention. Additionally, she shares 'kind hands' strategies with parents to further promote children's behaviour when away from the setting.

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need to do better?

n The childminder is extremely mindful of children's past and future experiences. As a result, the curriculum design builds on what children already know and need to learn next. For instance, prior to children going to school, the childminder speaks to their teacher about their phonics curriculum to prepare children for future success. n Parents talk highly of the childminder. They acknowledge with praise 'the excellent progress [their] children have made socially and developmentally since attending'. This includes the swift referrals the childminder has made to support those children with speech delays, helping them to catch up in their communication skills. n The childminder provides parents with a wealth of information to enhance well- being and safety in the home, community and online. For example, she helps those families who are new to the area to find the local community parks and green spaces to further promote their social health.

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need to do better?

n The childminder devotes a great deal of time and effort to ensure her knowledge is first class. For instance, she actively engages with external professionals, such

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need to do better?

14 March 2024 as speech and language therapists and local authority coordinators, to discuss practice and training obtained. This helps the childminder to identify plans for her ongoing professional development to ensure the setting continues to grow. n The childminder establishes first-rate links with other childminders to give children hands-on experiences. This means that children regularly meet with other minded children to share their learning. For example, they visit the local forest school to explore the natural world and engage in more risky play. This builds positive relationships with others. n The childminder values the experiences children gain from the wider community, and she gently builds on these once back at the setting. For instance, when children learn about the Lunar New Year at the local cathedral, the childminder provides them with books and activities to build on their knowledge of moon

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need to do better?

cycles. This helps children to remember long term what is being taught. n Children enjoy having age-appropriate responsibilities, such as collecting their peers' drinks, preparing their own snack, and scraping their own bowls. The childminder assists children to peel their own bananas and to remove yoghurt lids independently and she asks younger children if they think they need a nappy change. This encourages children to think about their personal needs and to do things for themselves. n The childminder creates various opportunities for children to explore mathematical concepts, such as shape and number recognition. Consequently, children confidently identify the numbers seen on the telephone and clock face. The childminder encourages children to draw numbers with their fingers, and she uses descriptive words to assist them to solve problems, such as 'right angle' and 'straight edge'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Setting details

Unique reference number 2653807 Local authority Staffordshire Inspection number 10332914 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 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 Rugeley, Staffordshire. She operates Tuesday to Friday from 8:00am to 5:30pm, term time only. The childminder holds a qualified teacher status. She is eligible for funding for two-, three- and four-year- old children.

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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 discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector during the inspection, involving the inspector in their learning. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents and carers shared their views of the setting with the inspector. 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

14 March 2024 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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