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 develops positive relationships with children and knows them well. For instance, children openly show her affection by cuddling her, demonstrating they feel safe and secure. The childminder recognises and responds quickly when young children start to get tired, ensuring they have a safe place to sleep. This promotes their well-being and happiness. Parents and carers positively comment on how responsive the childminder is when children show signs of being unwell, and how she notifies them straight away to ensure children's needs are met.

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The provision is good

Children behave very well. For example, they willingly help the childminder to tidy up the toys which they have been playing with. The childminder encourages them to tidy a couple of resources at a time, helping them to follow simple instructions. Tidy-up time is an opportunity to continue children's learning. For example, the childminder encourages children to practise their counting skills as they put away the blocks. When tidying up an inset jigsaw, children have ample time to check if they have done it right, confidently discussing with others their ideas.

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The provision is good

The childminder chooses activities that are suitable for the various ages of children who attend. For example, she is mindful not to use small resources with younger children. She gives children clear instructions and role models how to use resources correctly. This helps to strengthen children's understanding of right and wrong.

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need to do better?

n The childminder has clear expectations of what she wants children to learn in preparation for their school readiness. For example, she focuses the curriculum on the prime areas of learning, ensuring that all children develop the essential foundations to promote their future success. n The childminder frequently shares information with parents about their children's learning, such as a written summary of their progress. This helps parents to further children's learning at home. Parents say they are happy with the progress their children make and the opportunities they are given to provide feedback. They express how they 'completely trust the childminder with their children'. n The childminder purposefully plans activities to build children's confidence. For instance, when children dislike engaging in messy play, she uses their interests to encourage them to join in, such as adding 'Peppa Pig' toys into the sand. The

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need to do better?

childminder listens and responds when children speak, offering them new descriptive language to enhance their understanding and vocabulary, such as 'gooey' and 'sticky' to describe the sand. n Overall, children communicate well. For example, they discuss with their peers the foods that they like to eat while they are at the childminders, such as

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need to do better?

23 July 2024 'spaghetti Bolognese' and 'sweetcorn'. The childminder supports older children to identify the letters and sounds in words. They play a game where they have to think of a word which begins with a specific letter. Children know that 'I is for Iguana'. However, the childminder does not always ensure that quieter children receive consistent opportunities to practise their communication and language skills. At times, more-confident children dominate her time and attention. n The childminder recognises the importance of children doing things for themselves and encourages them to do so. For example, after children have had their nappy changed, she asks them to try and pull up their own trousers. Children are reminded throughout the day to have a drink, which they confidently access themselves. During mark-making activities, children have time to practise taking off pen lids and putting them back on. This strengthens their

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need to do better?

developing self-help skills. n The childminder is confident to work with other professionals, such as speech and language therapists, should children need additional support in their communication skills. She has recently completed specific training and research to develop her understanding of autism. This has helped her to further assess and support children with autism. n The childminder works closely with other childminders within the local community to up-skill and share ideas for good practice. They actively share resources with each other to ensure that children benefit from a wide range of experiences to further their learning. Furthermore, children develop their social skills as they mix with other childminder's children.

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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 increase opportunities to support quieter children to engage with others and practise their developing language skills, further building on their confidence.

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Setting details

Unique reference number EY536486 Local authority Staffordshire Inspection number 10355473 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 4 Date of previous inspection 29 November 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Rugeley, Staffordshire. She operates her provision all year round, Monday to Wednesday from 8am to 6pm, except for bank and family holidays. The childminder holds a relevant qualification at level 6. She receives funding 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 spoke to the inspector about their intentions for children's learning. 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 discussions on the telephone. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household.

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Inspection activities

23 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

23 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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