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

The childminder has an expert understanding of how young children learn and the essential knowledge and skills they need to gain. Her curriculum places a strong emphasis on children's self-awareness and voicing their needs and wishes. Two- year-old children decide that because the grass is wet they should wear their shoes. The childminder ensures that the children have opportunities to make informed choices, test out their ideas and develop reasoning skills. This supports children to be confident, independent learners with excellent critical thinking skills.

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The provision is outstanding

The childminder and her assistant provide children with a calm and reassuring learning environment. This ensures that children and babies quickly form close bonds with them and thrive. The childminder is precisely tuned into the needs of the children. She recognises babies' non-verbal communications, such as their desire to have a quiet space to themselves or the need for sleep. She sets up the learning environment so babies can explore or rest safely in their preferred way. Both the childminder and her assistant expertly use the various aspects of the daily routines, such as mealtimes and story time to establish their high expectations for children's behaviour. For example, at story time, the assistant skilfully helps children to understand that the rules are in place so that everyone can enjoy the story and see the book.

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need to do better?

n The childminder is highly reflective about the service that she provides and makes continuous enhancements to the provision. The childminder is currently exploring ways to incorporate further uses of technology into her curriculum. n The childminder completes extensive professional development to ensure that her knowledge of early years practice continues to improve. She considers the needs of the children to purposefully identify training opportunities so that she can enhance her knowledge and skills to accommodate children's specific learning needs. Recent training has helped her to delve even deeper into supporting children's emotional development. The childminder provides her assistant with excellent support and guidance to ensure that children consistently benefit from high quality interactions. n The childminder prioritises the partnership working with parents to provide children with a seamless transition from their home to her setting. Parents

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need to do better?

admire how the childminder interacts with children and supports their behaviour. They feel that they have 'the unbelievable, good fortune' to have her caring for their children. They fully appreciate the childminders diligent approach in her communications with them about their child's development. n The childminder expertly analyses their observations of children's development to plan in depth for each child. She uses her expert knowledge of child

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need to do better?

15 May 2024 development and understanding of factors that can influence learning. For example, when children are at their early stages of walking, she prioritises them wearing shoes to support their balance. As children's walking becomes more stable, she increases the time without shoes to encourage their sensory awareness. For example, as they safely travel over a range of surfaces, such as wood, concrete and grass. n The childminder and her assistant are highly aware of how each child prefers to learn. They use their observations and knowledge of the children to expertly adapt their teaching. This ensures that each spontaneous learning opportunities is maximised so children can make the best possible progress. For example, the assistant recognises that the babies have a fascination for climbing up and down steps and adapts his teaching to support this interest. n The childminder meticulously considers the various daily experiences to ensure

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need to do better?

that children receive a diverse range opportunities to support their development in different contexts, including the local community. Her home and garden remain the main learning environment and she designs this to ensure that each child is fully challenged. For example, she purposefully places secure resources in key areas to encourage babies to stand. n The childminder and her assistant gently enthuse the children and support them to be active learners and develop excellent listening skills. Children frequently celebrate their achievements and say 'I did it'. For example, as two-year-old children learn how to use a knife to prepare their own snack. Two-year-old children have an extensive vocabulary and understanding of the words they hear and use. They are confident to find a way to join in with conversations and use actions to make their meaning clear. n The childminder takes extremely prompt action when she recognises that

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need to do better?

children have a learning delay, such as with their language development. She makes timely referrals so parents and children are supported by other professionals, such as speech and language therapists. The childminder is highly skilled in helping two-year-old children to progress from single words to short sentences and to produce clear sounds. She accesses a wealth of language intervention tools and works closely with parents so all children, including those with special educational needs and/or disabilities can progress swiftly. n The childminder extends her curriculum so older children broaden their knowledge and develop enquiring minds. She provides them with topics, such as the solar system and a wealth of books so children can find answers to questions, such as what is at the centre of the earth. Children learn about diversity and become sensitive to the needs of others. This helps them to develop empathy and they learn to adjust their behaviour and communication.

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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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Setting details

Unique reference number 2663836 Local authority Staffordshire Inspection number 10343035 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 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Stoke-On-Trent. She operates Monday to Friday from 7am to 5pm all year except for bank holidays and family holidays. She receives funding to provide free early years education to two-, three- and four-year-old children. The childminder has a an approved level three early years qualification and works with an assistant.

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Inspection activities

n This was the first routine inspection the provider 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 premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their EYFS curriculum. n Children interacted with the inspector during the inspection. 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 and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector.

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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

15 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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