Childminder in Staffordshire

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

The childminder has a clear understanding of what she wants children to learn. She plans the curriculum to prepare them physically and emotionally for the next stage in their learning. For instance, after nappy changing, she encourages them to pull up their own trousers in preparation for toilet training. When children ask for help, she encourages them to keep trying. For instance, as they tidy away the stickle bricks into a zipped bag, she helps them to understand how the zip works. This builds children's confidence in conducting tasks for themselves and promotes their positive behaviour.

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The provision is good

The childminder uses children's interests to strengthen their next steps for learning. For instance, she wraps jigsaw pieces in tin foil and asks children to unwrap them to promote their fine motor skills. This excites children and they eagerly request to have another go. The childminder places items of interest out of reach of babies to encourage them to move. This helps them to build the strength they need to learn to walk. Parents report on the 'friendly and safe atmosphere' the childminder provides for their children.

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need to do better?

n The childminder promotes children's communication and language skills from the moment they arrive. For instance, she greets them with a smile and talks to them as they play. She uses descriptive words, such as 'woosh' and 'zoom', to help them to understand the different sounds that vehicles make, and 'traffic' to describe why the vehicles are lined up. Additionally, children regularly hear mathematical language, such as comparisons like 'fast' and 'slow', to enhance their vocabulary growth. n The childminder promotes turn taking and sharing as part of children's daily interactions with one another. She reminds them to say please and thank you and gives them a thumbs up to softly praise their efforts. This helps children within a mixed-age group to relate to their peers, build friendships and develop a positive sense of belonging as they also give a thumbs up to acknowledge the praise. n Partnership with parents is a strength. For instance, the childminder shares

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need to do better?

videos with parents and carers, which enable them to hear and see their children at play. She regularly sends information home to find out more about children's interests to strengthen the curriculum planning. Parents value the frequent communication they receive about their children's learning and progress, and they identify their involvement, including how they support children's learning at home. n The childminder uses non-statutory guidance to help her to highlight any emerging gaps in children's learning and development. She observes children

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need to do better?

2 May 2024 and focuses teaching on bridging developmental gaps. This helps children to make steady progress. n The childminder continues to seek training opportunities to develop her practice. For instance, she recently attended a course to strengthen the curriculum intent. She works closely with external professionals, such as speech and language therapists and other childminders, to gain further support for any children who may require it, including those with special educational needs and/or disabilities. n The childminder plans some activities in advance. For instance, when children competently complete an inset jigsaw, she has another one readily available with more pieces to extend their learning. However, the continuous provision is not always set up to ensure children continuously engage in challenging play. This means children do not always know what they want to do next, and they select some activities that do not fully engage them.

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need to do better?

n The childminder discusses how she intends to work in partnership with other key persons should children attend two settings, and she currently shares a written summary with teachers when children leave to go to school. However, the childminder has not fully considered the importance of gathering information from children's previous settings to contribute to their starting points. This does not fully ensure that meaningful learning can take place from the onset.

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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 reflect on the continuous provision, including how the environment is set up, to enable children to continually engage in challenging play n strengthen procedures for gathering information from children's previous settings to contribute towards their starting points.

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Setting details

Unique reference number EY313304 Local authority Staffordshire Inspection number 10339335 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 3 Date of previous inspection 11 July 2018

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Information about this early years setting

The childminder registered in 2006 and lives in Great Wyrley, South Staffordshire. She operates all year round, from 7.30am until 5pm from Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. 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 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 interactions between the childminder and children throughout the day and evaluated the impact on children's learning. n The views of children and parents were considered by the inspector. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household.

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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

2 May 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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