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 provides a calm, nurturing, home-from-home environment where children can feel safe and happy. Children are settled, and they thrive in the childminder's care. She has built good relationships with the children, and they enjoy their time at her setting. The childminder is sensitive and kind. She holds children's hands as they start to walk and offers them a cuddle when they need reassurance and comforting. Children confidently access the resources they want to play with. They respond to the childminder's gentle guidance and instructions, helping to develop their listening skills. Children demonstrate good levels of concentration and perseverance. Activities are well planned, and children develop a broad range of skills.

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The provision is good

The childminder promotes children's language skills well. She gets down to children's level to talk to them and hold conversations. The childminder praises children for their efforts. She provides children with a range of new words for them to hear as they play. The childminder has a clear intent for the curriculum she offers. She focuses on the prime areas of the early years foundation stage. She knows building children's skills and knowledge in these areas will support their learning when they move on to the next stage of their education.

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need to do better?

n The childminder develops a curriculum that focuses on building children's independence and getting them ready for starting school. The childminder finds out from parents what their child can already do before they start attending her setting and assesses their progress regularly to identify what they need to learn next. She uses a combination of planned tasks and children's chosen activities to help each child move on in their learning. She carefully plans activities that are based around children's next steps to build on their knowledge. n The childminder supports children's physical development well. Children enjoy playing outside, and they learn to pedal tricycles with support from the childminder. The childminder demonstrates effectively to children how to kick and catch a ball. These activities help to develop children's coordination as they play. The childminder teaches children to take turns and build friendships.

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need to do better?

n The childminder helps children to develop their communication and literacy skills. For example, she sings songs and nursery rhymes with children to help them to develop an awareness of rhyme and rhythm. The childminder reads a variety of stories to children, and they remember repeated refrains in traditional stories. n The childminder's familiar routines help young children know what happens next. She supports children to develop their independence. For example, they wash their hands before mealtimes and feed themselves. Children's behaviour is good. The childminder gives consistent messages to them to help them to understand

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need to do better?

5 June 2024 rules and boundaries. When children need support, the childminder calmly gives children the reassurance they need. She is attentive to children's sleep needs, and children rest when they need to. n Children eagerly take part in a musical session. The childminder joins in with children and demonstrates how to use the musical instruments. Children show their creativity as they play their instruments. They are physically active as they enjoy shaking tambourines and banging drums. This helps children's developing coordination. Children enjoy singing and dancing along to familiar songs. n Partnerships with parents are effective. The childminder shares information regularly with parents. She lets them know what children have done through daily conversations and children's pictorial folders so that parents can continue their children's learning at home. Parents praise the childminder's relationships

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need to do better?

with their children. They describe how their children have made good progress and are developing skills for the future. n The childminder has completed all mandatory training. She explains how she works closely with her co-childminder and they keep up to date with changes to legislation and early years practice. They work well together, as they each take roles and responsibilities to help the setting run smoothly. However, the childminder is yet to fully reflect on her practice to identify areas for professional development, to enhance her knowledge and promote even better outcomes for children who attend.

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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.

p.3

should:

n focus professional development opportunities more precisely to help develop practice to the highest level.

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Setting details

Unique reference number EY437012 Local authority Staffordshire Inspection number 10339345 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 5 Date of previous inspection 11 July 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Newcastle-under-Lyme, Staffordshire. She operates all year round, from 7.45am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She works with another childminder. The childminder provides funded early education for two-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector and the childminder completed a learning walk across all areas of the setting to understand how the early years provision is organised. n A joint observation of a teaching activity was carried out by the inspector and the childminder. n The inspector held discussions with the childminder and spoke to children at appropriate times during the inspection. n The inspector looked at a sample of relevant documentation and took account of the written views of parents.

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Inspection activities

5 June 2024 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

5 June 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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