Karen Ann Hazelgrove

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 flourishing at this setting. The childminder knows the children extremely well. She uses what she knows about the children to plan a range of stimulating and enjoyable experiences for them to engage with. Children sustain high levels of engagement and concentration as they play. They enjoy searching for insects using magnifying glasses. The childminder has lots of discussion with the children about where the insects live, what they eat and how they help the environment. The childminder consistently encourages children to re-think when they answer questions incorrectly. This helps to promote their critical thinking skills.

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The provision is good

The childminder is caring and nurturing in her approach. Consequently, children are happy and settled. Children have developed positive relationships with each other. They eagerly call out to one another as they play outside together. Children use their imagination as they play with the babies in the home corner. They have fun dressing, feeding and rocking the babies to sleep. The childminder is a very positive role model to the children. She encourages them to use their manners when they ask for something. Children behave extremely well. The childminder works well in partnership with others. This helps to ensure that all children receive the right level of support they require.

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need to do better?

n The childminder is passionate about her work. She is keen for children to leave her setting ready for the next stage of their learning. The childminder attends some mandatory training, such as safeguarding. However, she does not yet access further training opportunities to help enhance her knowledge and skills to the highest possible level. n The childminder has developed an ambitious curriculum. She has sequenced her curriculum well to help build on what children know and can do in stages. The childminder uses the children's interests and next steps to plan a range of purposeful experiences for them. This helps to ensure that all children continue to thrive in their development. n The childminder places focus on supporting children's communication and language development. She reads stories very clearly. Children laugh, smile and make comments about the story they are listening to. However, there are

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need to do better?

occasions where the childminder asks the children questions back-to-back without giving them enough time and space to think about their responses. n The childminder observes and assesses the children's development regularly. This includes completing the progress check at age two. The childminder uses this information to help identify gaps in the children's learning. Where concerns are raised, the childminder works closely with parents and makes referrals to

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need to do better?

22 March 2024 other professionals. This helps to ensure that children receive the early and specialist help they require. n Parents speak highly about the childminder. They state that they can see the progress their child has made in their development, particularly in their speech and confidence. The childminder finds out key information about the children, from their parents. She keeps parents well informed of their child's daily activities and progress. This helps parents know how they can continue to support their child's development at home. n The childminder regularly shares and gathers key information with other settings that children attend. This helps to ensure children receive the consistency they require in their care and/or learning. n The childminder places focus on children learning how they can keep themselves healthy and clean. She supports children to wash their hands regularly. The childminder also provides the children with water and lots of time to get physical

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need to do better?

outside. n The childminder is keen for children to leave her setting independent. Children take themselves to the toilet, after asking the childminder's permission. The childminder supervises the children well during this time, to ensure they are within sight and/or hearing. However, there are times where the childminder completes tasks for the children, rather than supporting them to build on their self-help skills even further. n The childminder is keen for children to learn about what makes them unique. She has a range of resources that reflect others. The childminder also has discussions with the children about their similarities and differences.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n access further professional development opportunities to help extend knowledge and skills to the highest possible level n provide children with time and space to think between questions to further promote their language development n strengthen the opportunities for children to build on their independence and self- help skills.

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Setting details

Unique reference number EY467503 Local authority Staffordshire Inspection number 10312425 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 4 Date of previous inspection 30 April 2018

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Information about this early years setting

The childminder registered in 2013. She offers flexible hours for parents, all year round between 7am and 5.30pm, Monday to Friday, except for family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for 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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the setting and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their curriculum and what they want their children to learn. n The inspector spoke to children and viewed feedback from parents and took account of their views. 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 childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

22 March 2024 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

22 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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