Childminder in Staffordshire

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children are happy, and they play in a secure environment. Older children develop confidence in their self-help skills. For instance, the childminder introduces a 'coat flipping technique', which helps them to put on their own coat. Older children butter their toast, and they peel and cut their own bananas. This develops some of the necessary skills in readiness for school. However, the childminder does not consistently provide activities to fully engage all children. The curriculum for babies is not as successfully planned and implemented as it is for older children. Some older children are not supported to develop high levels of curiosity and concentration. That said, the childminder provides older children with some activities which engage them well, such as mark-making activities which promote their fine motor skills.

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The provision requires improvement

The childminder teaches children 'house rules' to embed behavioural expectations. For example, children learn not to stand on the sofa and are reminded to say 'please' and 'thank you'. Children demonstrate kindness towards their peers. For instance, when children accidentally bump into each other during a tidying-up activity, they say 'sorry'. They show care and concern.

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The provision requires improvement

The childminder does not always maintain a consistently good standard of hygiene practice to promote children's good health. Despite this, the childminder provides all children with healthy meals and snacks, such as a range of fruits and vegetables. She talks to parents and carers to learn about children's dietary requirements to ensure that she can meet their needs. For instance, she introduces safe finger foods to support babies who are currently weaning.

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need to do better?

n The childminder regularly talks to children about 'germs'. For example, as older children wash their hands, she reminds them to 'wash away the germs', and they learn to 'cover up a cough'. However, after cutting up a banana, the childminder tells the children to wipe their knives with a tissue before using it in the butter and does not notice when children lick their knives. This poses a risk of cross-contamination. Furthermore, the childminder places a used tissue on the plate alongside the food she is serving to the children. This does not demonstrate a good standard of food hygiene or ensure the health of all children. n The childminder knows children exceptionally well. However, the planning and delivery of some activities do not meet the individual needs of all children. Some older children struggle to participate in all planned activities and, at times, they lose interest. This means that older children are not supported consistently to

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need to do better?

develop their concentration skills or build on what they already know and can

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need to do better?

16 April 2024 do. The childminder does not always consider how to plan, specifically for babies, to help them build a solid foundation for their future learning. n Outdoors, babies have opportunities to exercise their physical movements on the soft artificial grass. They freely move and benefit from fresh air. However, on occasions, babies are placed in a high chair to play. This does not support physical development or enable them to make choices in their play. n Parents appreciate the care that the childminder provides for their children. They say they 'cannot thank her enough'. The childminder regularly communicates with parents about children's achievements and daily activities. However, information about children's specific next steps for learning is not always shared to enable parents to support these areas of learning at home. n The childminder works hard to support parents to ensure that they and their

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need to do better?

families receive early help. She listens to them and reflects on what they say to strengthen the intent for children's learning. For instance, when children are unkind to family pets at home, she plans activities to teach them about caring for animals. This support positively improves children's outcomes. n Children have opportunities to develop their small-muscle skills. For instance, they demonstrate their physical skills as they securely place building blocks on top of one another. Babies show curiosity as they push buttons on toys that make sounds. This promotes their hand-eye coordination. n The childminder works in partnership with external professionals, such as speech and language therapists and other key persons when children attend more than one setting. This ensures a shared approach to children's learning. Additionally, children attend playgroups with the childminder and join other local activities

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need to do better?

where they meet with other childminders and their children. n The childminder has built professional links with other childminders in the local area. They conduct weekly meetings together and complete various training, such as special educational needs and/or disabilities training. This helps the childminder to keep up to date with any changes in early years practice and provision.

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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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Due date

16 April 2024 ensure that high standards of food hygiene practice are always maintained, particularly when preparing and serving food, to prevent the risk of cross- contamination 14/05/2024

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Due date

ensure that activity planning takes into account the individual needs, interests and development of each child to build a solid foundation for learning and improve their engagement during activities. 14/05/2024

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should:

n improve information shared with parents about their children's specific next steps in learning to help them support these areas of learning at home.

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Setting details

Unique reference number EY297348 Local authority Staffordshire Inspection number 10335288 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 7 Date of previous inspection 11 June 2018

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Information about this early years setting

The childminder registered in 2004 and is located in Newcastle, Staffordshire. She operates from 7.30am to 5.30pm, Monday to Friday, all year round, except for family and bank holidays. The childminder provides funded early education places 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 showed the inspector the premises and discussed how they ensure that they are 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 curriculum. n The childminder spoke to the inspector about children's learning and development. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n Parents shared their views of the childminder with the inspector through verbal

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Inspection activities

discussions and emails. 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

16 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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