Childminder in Stoke-on-Trent

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

Children of all ages display high levels of happiness. They listen well and enjoy taking part in group activities, such as playing 'What's in the bag', where they sing songs that link to the objects that they pull out of the bag. This encourages children to develop good turn-taking skills, and they learn to share with their peers. Children demonstrate a love of reading. They copy the childminder's practice by inviting others to 'sit down' and join them for a story. This builds healthy relationships among peers.

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The provision is good

The childminder and assistants know all children well. For instance, they know what worries them and how to support their personal development. This means children feel safe and secure. They offer children regular praise and positive reinforcement, such as reassuring them that they are 'brave' when faced with a challenging situation. This helps children to develop self-confidence, and they behave well.

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The provision is good

Children are very polite. For example, they say 'pardon me' when they burp and 'bless you' when their peers sneeze. They have regular opportunities to talk about their emotions. For example, the childminder purposefully selects stories and plans activities that prompt children to discuss and understand how they are feeling. Parents and carers highlight that the childminder's number one priority is children's well-being, and children 'love' attending the setting.

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need to do better?

n The childminder works effectively with parents and carers from the start. For instance, she encourages them to complete an 'all about me' document that seeks information about children's dietary requirements, likes and dislikes and family celebrations. This positively contributes towards planning a purposeful curriculum that meets the needs of all children. Parents recognise their involvement in children's progress reviews, and they appreciate the frequent guidance that they receive from the childminder and assistants to enable them to further support their children's learning at home. n The childminder has a good working relationship with the assistants. She offers them daily guidance and support to ensure children consistently benefit from quality teaching and learning. The childminder recognises the importance of completing relevant training, and since the last inspection, she has worked closely with the local authority to strengthen the curriculum delivery.

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need to do better?

n Children with special educational needs and/or disabilities are identified early. For instance, the childminder uses a communication screening tool to highlight any gaps in their language and understanding. This helps her to plan focused next steps for children, enabling them to developmentally catch up.

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need to do better?

8 May 2024 n Both the childminder and assistants model clear language when talking to children. They repeat what children say and add new words to promote sentence structures. This helps to strengthen children's growing vocabulary. n The childminder works well with external agencies to help improve disadvantaged children's outcomes. She focuses on giving all children a safe environment where they feel confident to discuss personal experiences. Children who were once 'shy' now show good levels of confidence as they laugh and play alongside their peers. This demonstrates good progress from their starting points. n Routine activities help to reinforce healthy messages to children. For example, children learn about oral hygiene as they clean a set of plastic teeth with a toothbrush and pretend toothpaste. The childminder offers children healthy snacks and meals, including 'hidden vegetables' to promote children's happiness

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need to do better?

at mealtimes. n Children of all ages engage in sensory activities to strengthen their fine-motor skills, such as play dough and mark-making activities. For example, they poke, pat and pull the dough, stretching it into different shapes. The childminder helps children to roll the dough into a ball, which they enjoy rolling back and forth to further promote their physical development. n The childminder encourages children to take part in everyday tasks, such as setting up the snack table and chairs, putting away the toys and peeling their own banana at snack time. This positively encourages children to do things for themselves. However, the childminder and assistants do not always respond to children's cues and follow their lead. This means that there are times when children do not fully build on their learning and interests.

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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 better respond to children's cues and follow their lead to enhance their interests and extend their learning in the moment.

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Setting details

Unique reference number EY486136 Local authority Stoke-on-Trent Inspection number 10306876 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 12 Number of children on roll 12 Date of previous inspection 24 July 2023

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Information about this early years setting

The childminder registered in 2015 and lives in Stoke-on-Trent. She operates all year round, from 7.30am until 5pm, Monday to Friday, except for bank holidays, family holidays and a week at Christmas. The childminder provides funded early education for two-, three- and four-year-old children. She works with two assistants.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures it is safe and suitable. n The childminder and the inspector discussed how the childminder organises the early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector carried out a joint observation with the childminder, observing the assistants' practice. n The inspector spoke to children to find out about their time at the setting. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. 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

8 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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