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 Outstanding

p.1

The provision is outstanding

Teaching is remarkable. The childminder positively develops and extends children's skills and thinking as she engages in their play. For instance, she asks children if they know what will happen to the watermill when water is poured through. This encourages them to roll up their sleeves and find out. Children laugh with happiness as the childminder puts on a pair of glasses, changes her tone of voice, and pretends to be a mechanic. They offer to pay her 'two hundred pounds' for fixing the campervan, practising their mathematical skills.

p.2

The provision is outstanding

Relationships with children are beautiful. The childminder treats them with the utmost respect and receives the same from them in return. Children mark make their own thoughts about the childminder and co-childminder on a large chalkboard, saying, 'I love Annieka and Wendy.' This shows that children develop a heartwarming sense of belonging and they feel safe. Parents and carers speak highly of the setting. They say, 'The childminders truly exceed expectations.'

p.2

The provision is outstanding

The childminder skilfully evaluates activities, ensuring inclusion and differentiation so that all children can equally partake. She gives them 'high fives' and stickers alongside meaningful praise, and actively encourages everyone to clap when celebrating their friends' achievements. Equally, children tell the childminder when they feel that they have done something particularly well. This demonstrates their exceptionally high levels of self-esteem.

p.2

need to do better?

n The childminder has superb oversight of all children's learning and development, including those with special educational needs and/or disabilities (SEND). Therefore, together with her co-childminder, she plans a strong curriculum which focuses on deepening children's understanding and helps them to remember long term what is being taught. She confidently measures the impact that teaching has on children's outcomes to ensure their outstanding progress. n The childminder teaches children to talk about their feelings and understand that it is okay for them to express their emotions. She intentionally plans opportunities for them to experiment with new ways of moving, helping them to feel more in control of their body. For instance, children thoroughly enjoy moving across the floor in various ways, pretending to strum an electric guitar and ride a motor bike. n The childminder impressively supports children to become self-sufficient and

p.2

need to do better?

independent learners. She models everyday tasks which she encourages children to join in with, promoting their confidence in the routine. For instance, before mealtimes, children help to tidy up the toys, lay the table and unpack their lunch box. When children are afraid to wash their hands, she sensitively strengthens

p.2

need to do better?

21 May 2024 their understanding of why handwashing is important, and they complete the task together. n The childminder is highly skilled in supporting children to understand what may present as a risk, and together they explore how risks can be minimised. For instance, children learn about the dangers of putting a knife in their mouth and why walking while drinking can impact on their personal safety. n Children greatly benefit from an array of purposeful outings to the library, farm and local parks to build on their cultural capital. The childminder identifies that children need more opportunities to engage in larger groups to ensure their school readiness. Therefore, weekly playgroup sessions have been organised for children to build further relationships with others. n The childminder communicates beautifully to children to strengthen their language growth. She gently sounds out the beginning of words and provides

p.2

need to do better?

them with clarity to develop their speech. For example, when children say, 'banana paper', she teaches them 'banana skin'. When they develop a habit of responding with 'uh-huh' instead of 'yes', she encourages them to find their words. Consequently, children speak with increasing confidence and fluency. n The childminder has recently attended valuable training to strengthen her knowledge and understanding of sensory processing. For instance, after children engage in physical activities, she helps them to focus on the impact exercise has on their bodies. Children recognise that their heartbeat is faster and their temperature warmer. They understand they need plenty of water and time to rest to cool themselves down. n The childminder supports children to lead healthy lifestyles. For instance, she engages them in conversations about fruit and vegetables and helps them to consider which items of food they should eat first. All children, including those

p.3

need to do better?

with SEND, show a strong understanding of why hygiene routines are essential to stay healthy. n The childminder works impeccably well with her co-childminder, parents and external professionals, including staff at previous settings where children have attended. This helps her to create precise starting points and a targeted approach to children's future learning. n The childminder reads children books which relate to the needs of others who attend the setting, such as books about allergies, autism and diabetes. This promotes children's positive understanding of equality and diversity.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

Setting details

Unique reference number EY501091 Local authority Staffordshire Inspection number 10339213 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 12 Date of previous inspection 4 July 2018

p.4

Information about this early years setting

The childminder registered in 2017 and works at the premises of her co- childminder who lives in Cannock, Staffordshire. The childminder operates all year round from 8am to 4pm, Monday to Friday, except for bank 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.

p.4

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 inspector carried out a joint observation with the childminder observing her co-childminder's practice. 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 parents were considered by the inspector, through verbal discussions and emails. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household. n The childminder and inspector discussed how the childminder organises the provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector spoke to children to find out about their time at the setting.

p.5

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.

p.5

Inspection activities

21 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6