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

Children form secure attachments with the childminder. For instance, they hold the childminder's hand to guide and show her what they need. This helps her to meet their individual needs, promoting their happiness. Overall, children behave well and display positive attitudes towards their learning. When minor disagreements occur, the childminder respectfully talks to children to find out what has happened. She listens to their views, giving them ideas to further help them to play cooperatively.

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The provision is good

The childminder helps to prepare children for the next stage in their learning. For instance, children learn to pull up their own trousers and wash their hands independently after using the toilet. They regularly receive guidance and support to do things for themselves, such as how to peel an orange. When identifying that children need more opportunities to practise using cutlery, the childminder adds spoons into the environment, ensuring children can strengthen their physical skills to later feed themselves.

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The provision is good

Children enjoy listening to stories. They often burst into song, such as singing 'Baa, Baa, Black Sheep' when they spot a sheep in the story. The childminder plans activities connected to the stories she reads to children. For instance, children play a game where they confidently match the characters from the story 'Brown Bear, Brown Bear', helping them to become more familiar with key vocabulary.

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need to do better?

n The childminder has a clear intent for children's learning. For example, once children have developed a secure understanding of the basic colours, she builds on what they know by introducing more colours and opportunities to colour mix. n The toddler groups that children attend in the local community have been carefully selected by the childminder based on what they offer, ensuring that they have a positive impact on children's developing skills. n The childminder uses information from parents and carers and her own knowledge of child development to identify any gaps in children's learning. Although children do make progress in their speech and language development, the childminder has not fully considered the benefits of further working with external professionals to ensure that children with speech delays make the progress that they are capable of. n The childminder has positively reflected on her own practice to help to support

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need to do better?

children's emerging speech. For example, she encourages children to verbally make their needs known, repeating what they have said back to them. She teaches children new words, such as 'start, middle' and 'end' as they learn about a sequence of events. This strengthens their vocabulary growth. n The childminder talks to children about her own hearing impairment. This helps

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need to do better?

24 July 2024 children to understand the importance of effective communication, such as maintaining eye contact and talking one at a time. n The childminder genuinely wants the best for all children. She conducts her own research to enhance their individual needs and works closely with school teachers to find out what older children are learning. This enables her to strengthen children's next steps within the setting. n The childminder works in good partnership with parents. For example, she ensures that there is a continuous exchange of information to support children's care and learning. She listens to their ideas and concerns, responding quickly to meet their needs. Parents comment on the positive learning environment that the childminder creates, where children develop 'good social skills, self-care and manners'. n Children are learning to count and recognise numbers, starting with one to five. For instance, they count how many butterflies they can see when looking at a

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need to do better?

story, using their fingers as they count. The childminder is currently completing a mathematical course to further her knowledge and skills in this area, strengthening children's next steps to identify and make patterns. n Although children do have access to daily fresh air, such as going for a walk in the local area to collect leaves for the pet tortoise, when they ask to play outside, the childminder does not fully follow their lead. She has not fully considered the benefits of furthering their learning outdoors to enhance their engagement.

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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 liaise more closely with other professionals and agencies to further the support that children receive to develop their speech and language skills, ensuring that all children make the progress they are capable of n provide children who prefer to learn outdoors with more opportunities to do so to further their engagement in their learning.

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Setting details

Unique reference number 209455 Local authority Staffordshire Inspection number 10355393 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 6 Date of previous inspection 28 November 2018

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Information about this early years setting

The childminder registered in 1998 and lives in Tamworth, Staffordshire. She operates all year round from 7.30am until 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder is eligible for 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 children's learning and development with a particular focus on communication and language. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation staage curriculum. n The inspector observed the interactions between the childminder children throughout the day and evaluated the impact on children's learning. n The views of parents were considered by the inspector via feedback forms. n The inspector held discussions with the childminder and children at appropriate times during the inspection. n The inspector reviewed relevant documentation, including evidence of the

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Inspection activities

suitability of those living and working in the household and a valid paediatric first-aid qualification.

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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

24 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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