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 and her assistant provide a welcoming, warm environment where children demonstrate they feel happy and comfortable. When children arrive, the childminder and her assistant greet them attentively. Children quickly become engrossed in what the childminder has set out. They receive cuddles and reassurance throughout the day. For example, when younger children lose balance when trying to walk, the childminder and her assistant immediately give hugs and comfort. Children show resilience and bounce back quickly, ready to try again. Older children receive encouragement to complete a challenging jigsaw puzzle. When children comment, 'I can't do this', the childminder lovingly offers support and celebrates when the task is complete. Children beam with pride and a sense of accomplishment.

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The provision is good

The childminder shows that she is able to challenge the individual children in her care. She sets out age-appropriate activities. Through the activities, she changes and adjusts the level of teaching to appropriately support the varying needs of the children, including those with special educational needs and/or disabilities (SEND). For younger children, she encourages them to repeat farm animal sounds. For the older children in the group, the childminder encourages meaningful conversations about animals and their habitats.

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need to do better?

n The childminder plans a wide and varied curriculum, so children learn and develop across all areas of the early years foundation stage. She considers the individual interests of the children in her care and plans activities to meet their specific stages of development. For example, during an activity exploring jelly, the childminder supports older children to describe the texture. She helps to widen their vocabulary as she introduces new descriptive words such as 'sticky', 'squidgy' and 'slippery'. This supports children to develop their language skills. Babies also have fun exploring the jelly. They smile with delight as they enjoy the sensory experiences of dipping their hands and feet into the cold mixture. However, sometimes, the childminder and her assistant do not always fully support younger children to remain engaged and motivated in their play. n The childminder encourages children to taste and explore different fruits.

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need to do better?

Children enjoy eating strawberries. The childminder extends the children's knowledge by reading books about fruits and a hungry caterpillar. The children also grow their own strawberries and tomatoes in the childminder's garden. This helps children to strengthen their understanding about how things grow and change over time. The childminder reminds children about healthy choices and refers to water as their 'brain juice'. That said, health and hygiene practices are not consistently implemented. At times, children are not always encouraged to

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need to do better?

9 May 2024 wash their hands before eating. n Children behave well. They know the behavioural expectations set by the childminder and her assistant. The childminder encourages children to tidy up after their play. They do so willingly and know which toys belong in which box. The older children are kind and affectionate towards the younger ones and offer help when needed. These tasks help to give children a sense of responsibility and develop children's independence skills. n Partnership with parents is strong. They comment that they receive excellent communication from the childminder and her assistant through various mediums. They all comment about the wonderful activities and outings that the childminder provides. Parents of children with SEND comment that the childminder has been very supportive and inclusive. The childminder works closely with external agencies to ensure that children get the additional targeted

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need to do better?

support that they need. n The childminder and her assistant are keen to keep their knowledge current and up to date. They attend various additional courses to help them deliver high- quality education. Their most recent training addresses speech and non-verbal communication. This has helped to widen their knowledge and understanding about the different ways in which children communicate.

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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 offer more consistent support for children to learn about health and hygiene, especially the importance of handwashing n help younger children remain engaged and focused during adult-led play to help them make even more progress in their learning.

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Setting details

Unique reference number EY336102 Local authority Staffordshire Inspection number 10338945 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 9 Date of previous inspection 17 September 2018

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Information about this early years setting

The childminder registered in 2006 and lives in Tamworth. She operates all year round, from 7.30am to 5.30pm, Monday to Friday. The childminder holds an appropriate qualification at level 3. She works with an assistant, who holds an appropriate qualification at level 4. The childminder provides funded early education 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 assistant showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to and communicated with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder, the assistant and the children. n The childminder, the assistant and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning.

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Inspection activities

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

9 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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