Oakes, Charlotte Emma

Overall effectiveness Good

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

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The provision is good

The warm and welcoming childminder provides an inclusive environment for all children and ensures that their individual needs are met. Children have formed close relationships with the childminder, who provides nurturing care to them. Children behave well. The childminder is a good role model, supporting young children to be kind and considerate to each other. They learn to share and take turns. The childminder encourages children to develop their independence and to manage their own self-care. She sensitively and patiently supports children's individual emotional needs. Consequently, children are happy and secure in her care.

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The provision is good

Children confidently move freely around and choose what they want to play with. The childminder gets down to children's level, playing alongside them to support their learning. Children happily talk about what they are doing and repeat the words and phrases they hear from the childminder. The childminder consistently develops children's interest in books. For instance, when children choose to look at their favourite books, she reads the stories and asks questions that encourage their language development. This develops children's imagination and further enhances their love of books. Children benefit from a balance of individual and group play. Children make good progress from their starting points.

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need to do better?

n The childminder has a well-sequenced curriculum. She knows the children in her care well, including their likes, dislikes and individual characteristics. The childminder plans learning for children that is based on their interests, current level of development and what they need to know next. She uses her observations to determine what progress children are making in their development and what next steps in learning they need to help them to progress further. n The childminder understands when children need particular support around their communication and language, and she incorporates this into their play. She notices children's attempts to communicate and responds, encouraging their speech and language skills. The childminder develops conversations with questions and new vocabulary during children's play. n Children develop the skills they need for starting school. For example, they learn to concentrate well and persist during activities. Young children use problem-

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need to do better?

solving skills as they complete puzzles. Their hand-to-eye coordination and finger muscles are developed as they pick up pieces to slot into the appropriate spaces. Children practise using scissors as they cut paper. This means that they are developing their hand muscles for early writing skills. n The childminder plans trips outside the home, giving children the chance to have

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need to do better?

11 July 2024 new experiences and to learn about their community. She attends local groups where children have a chance to play with other children, supporting their interactions and social skills. n Children are encouraged to lead active and healthy lifestyles. The childminder prepares healthy snacks for children. She talks to children about why fruit and vegetables are good for their bodies. Children learn the importance of looking after their teeth. The childminder works with parents to encourage a positive approach to oral health. The childminder provides children with a range of outdoor physical play opportunities. For example, they learn to balance on different equipment and enjoy splashing in puddles. Children show confidence and increasing independence with skills, such as washing hands, eating and playing independently. n Partnerships with parents are strong. Parents speak highly of the childminder

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need to do better?

and the good progress their children have made since being in her care. The childminder works closely with parents and provides ideas about how children's learning can be supported at home. n The experienced childminder maintains a good standard of care and education for all children. She explains how she regularly networks with other childminders to keep up to date with changes to legislation and early years practice. The childminder is committed to ongoing professional development. She has completed courses to help develop her existing knowledge and skills. However, on occasions, the childminder does not extend and challenge children's learning to help them achieve to their highest potential.

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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

should:

n build on teaching skills in order to make greater use of opportunities to extend children's learning during activities, to help children make even better progress.

p.3

Setting details

Unique reference number EY430992 Local authority Staffordshire Inspection number 10351287 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 19 October 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 from 8am to 5pm from Monday to Friday, all year round, except for family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for two- and three- year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The inspector and the childminder completed a learning walk to understand how the early years provision and the curriculum is organised. n A joint evaluation 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 took account of the written views of parents. n The inspector looked at a sample of relevant records and documentation. This included evidence about suitability and training.

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Inspection activities

11 July 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

11 July 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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