Young, Juliette Coral Alexandra

Overall effectiveness Good

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

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The provision is good

The childminder focuses on children's communication and self-help skills from an early age to promote their readiness for school. For instance, children learn to do age-appropriate things for themselves, such as matching the correct lid to its pen once they have finished using it. This empowers children to take an active role in their learning.

p.2

The provision is good

The childminder encourages children to play cooperatively together. For example, she verbally supports them to roll a ball back and forth to promote turn taking and social skills. Children are kind and courteous to their peers. They remember to say 'please' and offer to help their peers to find the correct cutlery at mealtimes.

p.2

The provision is good

The childminder respectfully listens to children and creates a safe and secure environment. For instance, when children hurt themselves, she asks them if they are okay and encourages all children to share their views about what happened. Parents and carers comment on the 'warmth' and 'genuine affection' the childminder provides their children and how the settling-in procedures promote their happiness. For instance, new children can bring their comforters from home to support their emotional security. As children become more settled, they find a safe place to keep their comforter while they play.

p.2

need to do better?

n Since the last inspection, the childminder has carried out some research and training, such as mathematical training, to improve the quality of teaching and learning that children receive. Consequently, children have more opportunities to use numbers throughout the day. For instance, the childminder weaves counting into stories and introduces words such as 'halves' and 'quarters' as children cut up their fruit. n The childminder encourages children to lead and direct their own play. For example, she provides them with various opportunities to choose what they want to play with. During this time, the childminder observes the children to understand what they know and need to learn next. However, there is scope to strengthen teaching to further guide children's interests and extend their learning in the moment. n The childminder supports children's communication and language well. For example, she talks clearly to them, repeats what they say and uses syllables to

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need to do better?

help them to recognise the sounds of words. She asks open-ended questions and introduces new vocabulary to promote their language and thinking skills, such as 'light blue' and 'dark blue'. n The childminder enthusiastically reads stories to children. For instance, she changes her tone of voice to represent various characters and slows down her

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need to do better?

9 April 2024 words to promote an understanding of how the characters may feel. This promotes a love of reading and books. As a result, children ask to read the book again. n The childminder has high expectations for children's behaviour and applies these rules consistently and fairly. For example, children know to ask if they can leave the table and learn that talking with food in their mouth is not polite. This positively supports children's personal, social and emotional development. n Children build resilience and a 'can-do' attitude. For example, when they accidentally spill water on the floor, the childminder reminds them that it is okay and to have another go. She provides children with age-appropriate tools, such as various cutters and knives to prepare their own food, to ensure their success. This helps children to develop confidence in their self-help skills. n Children's achievements are positively celebrated. For instance, they receive

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need to do better?

another smiley face on their reward chart when they proudly tell the childminder, 'I am dry!' This boosts children's self-esteem and motivates them to practise new skills. Parents value the support and advice the childminder gives around toilet training to continue children's learning at home. n There are procedures in place to ensure that information is regularly shared with parents about their children's learning and experiences. The childminder uses an online app to record what children know and can do. This helps her to identify children who are at risk of falling behind in their learning. n Handwashing procedures are not consistent. For instance, children do not always wash their hands, using soap and water, before meals. At times, they are given a wipe for ease. This does not give children consistent messages around hygiene and limits their opportunities to discuss the importance of 'washing away germs'.

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.

p.3

should:

n evaluate teaching methods further during child-led play, to further enhance their interests and extend their learning in the moment n offer more consistent support for children to learn about healthy lifestyles, especially the importance of handwashing with soap and water.

p.3

Setting details

Unique reference number EY468491 Local authority Staffordshire Inspection number 10300147 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 1 June 2023

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Newcastle-under-Lyme. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 2. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the third 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 setting. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n The childminder spoke to the inspector about children's learning and development, including how she implements her curriculum and the impact it has on children's learning. n The views of parents and carers were considered by the inspector, through verbal discussions and emails. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning.

p.5

Inspection activities

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

9 April 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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